Field Manual for 2013-2014 - University of Maryland School of ...
Field Manual for 2013-2014 - University of Maryland School of ...
Field Manual for 2013-2014 - University of Maryland School of ...
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UNIVERSITY OF MARYLAND<br />
SCHOOL OF SOCIAL WORK<br />
<strong>2013</strong>-<strong>2014</strong><br />
MSW FIELD EDUCATION MANUAL
<strong>2013</strong>-<strong>2014</strong><br />
FIELD EDUCATION<br />
MANUAL
I. INTRODUCTION..................................................................................................... 4<br />
FACULTY & STAFF................................................................................................. 5<br />
II. SCHOOL OF SOCIAL WORK MISSION STATEMENT...............................................7<br />
III. GOALS AND OBJECTIVES OF THE MSW PROGRAM............................................7<br />
IV. OVERVIEW OF FIELD EDUCATION....................................................................... 8<br />
V. FIELD EDUCATION MODEL<br />
A. Foundation <strong>Field</strong> Practicum............................................................................ 9<br />
B. Advanced <strong>Field</strong> Practicum............................................................................... 10<br />
Extended <strong>Field</strong> Placement........................................................................... 10<br />
C. Concentrations................................................................................................ 10<br />
D. Specializations................................................................................................. 11<br />
VI. STANDARDS FOR FIELD EDUCATION.................................................................. 13<br />
VII. EXPECTATIONS OF THE AGENCY, THE FIELD INSTRUCTOR, THE SCHOOL,<br />
AND THE STUDENT<br />
A. Expectations <strong>of</strong> the Agency............................................................................. 14<br />
B. Expectations <strong>of</strong> the <strong>Field</strong> Instructor................................................................ 14<br />
C. Expectations <strong>of</strong> the <strong>School</strong> and Liaison Faculty............................................... 15<br />
D. Expectations <strong>of</strong> the Student............................................................................ 16<br />
VIII. PLACEMENT OF STUDENTS<br />
A. <strong>Field</strong> Education Placement Policies................................................................. 18<br />
B. <strong>Field</strong> Placement Process.................................................................................. 18<br />
IX. OPERATIONAL POLICIES FOR FIELD EDUCATION<br />
A. <strong>Field</strong> Education Hours, Holidays, and Absences.............................................. 19<br />
B. Grading............................................................................................................ 20<br />
C. Stipends........................................................................................................... 21<br />
D. Employment-Based <strong>Field</strong> Education................................................................ 21<br />
E. Procedures <strong>for</strong> Resolution <strong>of</strong> <strong>Field</strong> Problems.................................................. 22<br />
X. ADMINISTRATION OF THE OFFICE OF FIELD EDUCATION<br />
A. Responsibility.................................................................................................. 23<br />
B. Office <strong>of</strong> <strong>Field</strong> Education Faculty and Administration..................................... 23<br />
C. Faculty <strong>Field</strong> Committee.................................................................................. 23<br />
2table <strong>of</strong> contents
APPENDICES<br />
NASW CODE OF ETHICS......................................................................................... 25<br />
STATEMENT ON NONDISCRIMINATION................................................................. 44<br />
ADA POLICY AND PROCEDURES............................................................................. 45<br />
STATEMENT ON SEXUAL HARASSMENT................................................................. 46<br />
FIELD EDUCATION COURSE SYLLABI:<br />
SOWK 635-636 Foundation <strong>Field</strong> Practicum.............................................. 48<br />
SWCL 794-795 Advanced Clinical <strong>Field</strong> Practicum..................................... 59<br />
SWOA 794-795 Advanced MACRO <strong>Field</strong> Practicum................................... 69<br />
FORMS................................................................................................................... 70<br />
CALENDAR............................................................................................................. 90<br />
All <strong>for</strong>ms, Learning Contracts, Process Recording Formats, Monthly Reports, and Evaluations are available in<br />
the student’s Web-based <strong>Field</strong> Notebook.<br />
3
Please call us or stop by the Office <strong>of</strong> <strong>Field</strong> Education located on the 5th Floor.<br />
fieldeducation@ssw.umaryland.edu or 410-706-7187<br />
<strong>Field</strong> Coordinators and Administrative Staff:<br />
Franklin C. Chappell, MSW, LCSW-C<br />
Clinical Assistant Pr<strong>of</strong>essor and Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
FChappell@ssw.umaryland.edu<br />
Randa H. Deacon, MSW<br />
Assistant Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
RDeacon@ssw.umaryland.edu<br />
Gisele Ferretto, MSW, LCSW-C<br />
Clinical Instructor and Assistant Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
GFerretto@ssw.umaryland.edu<br />
Andrea Judson, MSW, LCSW-C<br />
Clinical Instructor and Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
AJudson@ssw.umaryland.edu<br />
faculty & staff<br />
5<br />
Coretta McKenzie, BS<br />
Administrative Assistant<br />
CMcKenzie@ssw.umaryland.edu<br />
Shamyla Tareen, MSW, LGSW<br />
Academic Coordinator<br />
stareen@ssw.umaryland.edu<br />
Sheila Y. Snowden, MSW, , LCADC, LCSW-C<br />
Clinical Instructor and Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
SSnowden@ssw.umaryland.edu<br />
Victoria D. Stubbs, MSW, LICSW<br />
Clinical Instructor and Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
VStubbs@ssw.umaryland.edu
II. SCHOOL OF SOCIAL WORK MISSION STATEMENT<br />
Our mission at the <strong>University</strong> <strong>of</strong> <strong>Maryland</strong> <strong>School</strong> <strong>of</strong> Social Work is to develop practitioners,<br />
leaders, and scholars to advance the well-being <strong>of</strong> people and communities and to promote<br />
social justice. As national leaders, we create and use knowledge <strong>for</strong> education, service<br />
innovation, and policy development.<br />
III. GOALS AND OBJECTIVES OF THE MSW PROGRAM<br />
The goals <strong>of</strong> the MSW program are:<br />
mission, goals, etc.<br />
7<br />
1. To prepare students <strong>for</strong> advanced practice with individuals, families,<br />
groups, organizations, and communities.<br />
2. To prepare students to practice in a manner that reflects the<br />
principles underlying the social work code <strong>of</strong> ethics.<br />
3. To prepare students to practice effectively with and on behalf <strong>of</strong><br />
people and systems <strong>of</strong> diverse backgrounds and needs.<br />
4. To prepare students to practice with and on behalf <strong>of</strong> vulnerable<br />
populations, populations-in-need, and oppressed populations.<br />
5. To prepare students to practice in a manner that promotes social and<br />
economic justice.<br />
6. To prepare students to practice utilizing a framework that includes a<br />
person-in-environment perspective and a strengths model.<br />
7. To prepare students <strong>for</strong> advanced practice in a method <strong>of</strong><br />
concentration and an area <strong>of</strong> specialization.<br />
8. To prepare students to appreciate the importance <strong>of</strong> continuing<br />
pr<strong>of</strong>essional development and contributing to the knowledge and<br />
skill base <strong>of</strong> the pr<strong>of</strong>ession.<br />
The objectives <strong>of</strong> the MSW program are to produce graduates who<br />
are able:<br />
1. To apply critical thinking skills within pr<strong>of</strong>essional contexts, including<br />
synthesizing and applying appropriate theories and knowledge to<br />
practice interventions.<br />
2. To practice within the values and ethics <strong>of</strong> the social work pr<strong>of</strong>ession and<br />
with an understanding <strong>of</strong>, and respect <strong>for</strong>, the positive value <strong>of</strong> diversity.<br />
3. To demonstrate the pr<strong>of</strong>essional use <strong>of</strong> self.<br />
4. To understand the <strong>for</strong>ms and mechanisms <strong>of</strong> oppression and discrimination and the<br />
strategies and skills <strong>of</strong> change that advance social and economic justice.
5. To understand and interpret the history <strong>of</strong> the social work pr<strong>of</strong>ession and its current structure<br />
and issues.<br />
6. To apply the knowledge and skills <strong>of</strong> a generalist social work perspective to practice with<br />
systems <strong>of</strong> all sizes.<br />
7. To apply the knowledge and skills <strong>of</strong> advanced social work practice in a method <strong>of</strong><br />
concentration and an area <strong>of</strong> specialization.<br />
8. To critically analyze and apply knowledge <strong>of</strong> bio-psycho-social variables that affect individual<br />
development and behavior, and use theoretical frameworks to understand the interactions<br />
among individuals and between individuals and social systems (i.e. families, groups,<br />
organizations, and communities).<br />
9. To analyze the impact <strong>of</strong> social policies on client systems, workers, and agencies and<br />
demonstrate skills <strong>for</strong> influencing policy <strong>for</strong>mulation and change.<br />
10. To evaluate relevant research studies and apply findings to practice, and demonstrate skills<br />
in quantitative and qualitative research design, data analysis, and knowledge dissemination.<br />
11. To conduct empirical evaluations <strong>of</strong> their own practice interventions and those <strong>of</strong> other<br />
relevant systems.<br />
12. To use communication skills differentially with a variety <strong>of</strong> client populations, colleagues,<br />
and members <strong>of</strong> the community.<br />
13. To use supervision and consultation appropriate to advanced practice in an area <strong>of</strong><br />
concentration.<br />
14. To function successfully within the structure <strong>of</strong> organizations and service delivery systems<br />
and seek necessary organizational change.<br />
IV. OVERVIEW OF FIELD EDUCATION<br />
It is through the integration <strong>of</strong> the theoretical material presented in the classroom and the<br />
opportunity <strong>for</strong> guided practice available through field instruction that <strong>University</strong> <strong>of</strong> <strong>Maryland</strong><br />
<strong>School</strong> <strong>of</strong> Social Work students are prepared <strong>for</strong> pr<strong>of</strong>essional practice. This integration <strong>of</strong><br />
classroom theory and the realities <strong>of</strong> practice is facilitated by the ef<strong>for</strong>ts <strong>of</strong> the agency <strong>Field</strong><br />
Instructor, the Faculty Liason, the student, and the classroom assignments that draw upon<br />
<strong>Field</strong> content.<br />
<strong>Field</strong> Education is a required part <strong>of</strong> the curriculum with specific learning objectives <strong>for</strong> the<br />
student. These objectives are identified in the syllabus <strong>for</strong> each <strong>of</strong> the <strong>Field</strong> Education courses.<br />
The appropriate syllabus is provided, as part <strong>of</strong> the <strong>Field</strong> Education manual, to the student and<br />
the <strong>Field</strong> Instructor at the beginning <strong>of</strong> the academic year.<br />
The purpose <strong>of</strong> this manual is to provide the agencies, the <strong>Field</strong> Instructors, and the students<br />
with a description <strong>of</strong> the <strong>School</strong>’s <strong>Field</strong> Education model as well as the standards, policies,<br />
and procedures that the <strong>Field</strong> Education Office utilizes in the selection <strong>of</strong> placement sites, the<br />
f.e. overview<br />
8
placement <strong>of</strong> students, and the evaluation <strong>of</strong> the student’s progress toward meeting the course<br />
objectives.<br />
V. FIELD EDUCATION MODEL<br />
The <strong>School</strong> utilizes a concurrent model <strong>of</strong> <strong>Field</strong> Education that requires students to take<br />
classroom methods courses while in field placement. Included in a student’s plan <strong>of</strong> study will<br />
be two different field placements in social service agencies, departments, or other service<br />
delivery systems located throughout the State <strong>of</strong> <strong>Maryland</strong> and surrounding areas. <strong>Field</strong><br />
placements are during traditional workday hours. Students may not request nor will the <strong>Field</strong><br />
Education program seek to arrange placements that are during evening and/or weekend hours.<br />
A. Foundation <strong>Field</strong> Practicum<br />
First year field placements <strong>for</strong> the Foundation <strong>Field</strong> Practicum are made by the <strong>Field</strong> Education<br />
faculty and are based on developing generic skills in a site that expands on the student’s<br />
previous experience. Since the development <strong>of</strong> competence is a lengthy and complex process,<br />
students need to be able to work across many different areas to develop a solid base <strong>of</strong><br />
practice. An agency may screen students in the same manner in which it screens employees.<br />
Students may be required to have an additional health examination, be tested <strong>for</strong> drugs and/<br />
or fingerprinted <strong>for</strong> a criminal background clearance and/or meet other agency requirements<br />
be<strong>for</strong>e beginning placement. First year field placements are either Mondays and Wednesdays or<br />
Tuesdays and Thursdays <strong>for</strong> a total <strong>of</strong> 16 hours each week. Placements are generally within a 50<br />
mile radius <strong>of</strong> the student’s home.<br />
<strong>Field</strong> education is a significant portion <strong>of</strong> the social work curriculum. It provides the opportunity<br />
to apply the knowledge and skills learned in the classroom to actual people and to real<br />
situations. It is where learning takes place, as well as service to the community.<br />
f.e. model<br />
9<br />
Course Requirements to Support the Foundation <strong>Field</strong> Practicum:<br />
Students must enroll in two consecutive semesters <strong>of</strong> the Foundation <strong>Field</strong> Practicum (SOWK<br />
635 and SOWK 636) <strong>for</strong> a total <strong>of</strong> six (6) credits. In conjunction with these practicum courses<br />
students are required to enroll in the following three methods courses which provide the<br />
theoretical and conceptual framework <strong>for</strong> foundation practice. SOWK 630 and SOWK 631 must<br />
be taken in the fall semester and SOWK 632 is required in the spring semester. A grade <strong>of</strong> ‘C’ or<br />
better is required in the fall courses in order to proceed to the second semester. In addition, an<br />
overall average <strong>of</strong> 3.0 or better <strong>for</strong> all foundation year courses is required in order to proceed to<br />
the advanced year.<br />
Fall Semester: SOWK 635 Foundation <strong>Field</strong> Practicum (3 credits)<br />
SOWK 630 Social Work Practice with Individuals (3 credits)<br />
SOWK 631 Social Work Practice with Communities and Organizations<br />
(3 credits)<br />
Spring Semester: SOWK 636 Foundation <strong>Field</strong> Practicum (3 credits)<br />
SOWK 632 Social Work Practice with Groups and Families (3 credits)
B. Advanced <strong>Field</strong> Practicum<br />
The second placement is referred to as the Advanced <strong>Field</strong> Practicum. This placement supports the<br />
concentration and specialization that the student chooses as the focus <strong>for</strong> his/her advanced study. The<br />
concentrations and specializations are described in sections C and D (below). Students doing their Advanced<br />
<strong>Field</strong> Practicum generally spend three full days a week (24 hours) at the field placement site. The student’s<br />
preference <strong>for</strong> a particular placement site is considered when arranging the placement. Advanced <strong>Field</strong><br />
Practicum begins in the Fall and continues through the Spring semester. There is a course outline and a<br />
student per<strong>for</strong>mance evaluation <strong>for</strong>m <strong>for</strong> each <strong>of</strong> the two concentrations.<br />
The only exception to the three days a week is the Extended <strong>Field</strong> Placement.<br />
Extended <strong>Field</strong> Placement<br />
A student applying <strong>for</strong> an Advanced <strong>Field</strong> Practicum may request an extended field placement which<br />
requires him/her to be in a field placement two days a week from the beginning <strong>of</strong> the semester to the<br />
end <strong>of</strong> July. The request is to be made to (and must be approved by) the <strong>Field</strong> Office. The learning<br />
objectives <strong>for</strong> the extended placement remain the same. Once a student has begun a placement based<br />
upon this model he/she will not be allowed to shift to the three-day a week model. Students who<br />
choose this field placement model follow a different <strong>Field</strong> Education Calendar (<strong>Field</strong> Education<br />
Calendars are found on the field web site). Grading, <strong>for</strong> example, is on a different timetable. The<br />
extended student receives both the fall and spring semester grades later than the other field students<br />
and will receive his/her diploma in July rather than May.<br />
The availability <strong>of</strong> an extended placement is dependent upon agency resources. There are some<br />
agencies that will not accept an advanced placement student who is requesting an extended placement<br />
because the nature <strong>of</strong> their service delivery models and the needs <strong>of</strong> their client populations require<br />
the student to be in placement three days <strong>of</strong> the week.<br />
Course Requirements to Support the Advanced <strong>Field</strong> Practicum:<br />
Advanced Practice builds on the foundation curriculum. Students must take two (2) consecutive<br />
semesters <strong>of</strong> Advanced Practicum <strong>for</strong> a total <strong>of</strong> twelve (12) credits. In conjunction with <strong>Field</strong> Education,<br />
students are required to take a Methods Option course each semester that they are in the field. The<br />
Methods Option requirements are specific to the concentrations and specializations. Students should<br />
consult the Student Handbook and meet with their academic advisors to be certain that they are<br />
fulfilling the requirements <strong>of</strong> their concentration and specialization.<br />
C. Concentrations<br />
Advanced Practicum students are placed in settings that support their choice <strong>of</strong> primary concentration only.<br />
The following concentrations are <strong>of</strong>fered:<br />
Clinical<br />
The Clinical concentration prepares students to provide direct service to individuals, families, and small<br />
groups in order to improve their quality <strong>of</strong> life and enhance their social functioning and to work with<br />
organizations and/or aspects <strong>of</strong> the community that have a direct impact on their lives. Clinical social<br />
workers are active in the promotion, restoration, maintenance and enhancement <strong>of</strong> the functioning <strong>of</strong><br />
their clients and client systems, and the prevention <strong>of</strong> distress and provision <strong>of</strong> resources.<br />
Management and Community Organization (MACRO)<br />
The Management and Community Organization concentration prepares students <strong>for</strong> a wide and diverse<br />
10
ange <strong>of</strong> positions in the management <strong>of</strong> social welfare services, social planning, administration,<br />
community organization, and community economic development. Both classroom courses and field<br />
instruction combine social work practice principles, value bases, ethical concerns and skills with<br />
technologies and concepts drawn from related disciplines. Management and Community Organization<br />
practitioners work at an organizational and interorganizational level in order to plan, develop, organize,<br />
administer, and evaluate programs <strong>of</strong> social services on behalf <strong>of</strong> populations in need <strong>of</strong> them.<br />
D. Specializations<br />
Advanced Practicum students are required to select a specialization, in addition to a concentration, as a focus<br />
<strong>for</strong> their advanced study. Each specialization focuses upon a specific population and/or social issue. Students<br />
are expected to develop an in-depth understanding <strong>of</strong> the population that is served by the specialization.<br />
They are expected to develop the ability to analyze relevant social policy and to apply knowledge gained from<br />
relevant research as they develop the ability to effectively serve the particular population. Advanced students<br />
are placed in settings that support their choice <strong>of</strong> specialization.<br />
The <strong>School</strong> <strong>of</strong>fers the following five specializations:<br />
Aging<br />
The Aging specialization prepares students <strong>for</strong> work with older persons and provides students with the<br />
requisite knowledge base <strong>for</strong> the field. The specialization prepares graduates to assist organizations and<br />
agencies in their ef<strong>for</strong>ts to help older persons function at the highest level possible in both community<br />
and residential settings. The Aging specialization provides a basic knowledge <strong>of</strong> the field <strong>of</strong> aging, including<br />
knowledge <strong>of</strong> programs and policies directed toward older persons as well as an ability to analyze and<br />
evaluate these programs. The specialization also provides a theoretical base that includes interdisciplinary<br />
content crucial to working in the field <strong>of</strong> aging, background in past and current research in the field and<br />
the opportunity to develop skills specific to working effectively with older clients and in programs and<br />
organizations targeted toward older persons and their needs. The specialization is available to students in both<br />
the Clinical and the Management and Community Organization concentrations.<br />
Families and Children<br />
The Families and Children’s specialization prepares students <strong>for</strong> practice with families and children in a wide<br />
range <strong>of</strong> pr<strong>of</strong>essional settings, including child protection and child placement, home-based services to families<br />
at risk, children’s group and residential care, school social work, child guidance, child and family service,<br />
parent education, juvenile and family courts, family violence programs, and child and family advocacy and<br />
policy development. Students are expected to develop both an in-depth understanding <strong>of</strong> the issues that face<br />
families and children and an ability to provide effective interventions. The specialization is available to students<br />
in both the Clinical and the Management and Community Organization concentrations.<br />
Health<br />
The Health specialization seeks to play an active role in improving the health <strong>of</strong> people through the conception,<br />
development and preparation <strong>for</strong> delivery, and evaluation <strong>of</strong> health policies and social services in the health<br />
care field. It prepares students to work effectively in an increasingly complex system, to communicate with<br />
other health pr<strong>of</strong>essionals and with a wide variety <strong>of</strong> patients and families, and to advocate <strong>for</strong> increased<br />
attention to the psychosocial aspects <strong>of</strong> health care. The specialization is available to students in both the<br />
Clinical and the Management and Community Organization concentrations.<br />
11
The following sub-specialization is available as part <strong>of</strong> the Health specialization:<br />
Child, Adolescent and Family Health (CA + FH)<br />
The Child, Adolescent and Family Health sub-specialization prepares students to work in programs <strong>for</strong><br />
pregnant and parenting teens; services <strong>for</strong> children with chronic illnesses, disabilities or handicapping<br />
conditions; school-based health clinics; state and local public health departments; child health<br />
advocacy organizations and other related settings. Students are placed in CA & FH agencies and take<br />
the Health Practice Policy and Human Behavior courses as well as the Child, Adolescent and Family<br />
Health practice and research courses. Students who select this subspecialization must complete all the<br />
Health specialization requirements.<br />
Mental Health<br />
The Mental Health specialization seeks to prepare students to play active roles in improving the mental health<br />
<strong>of</strong> people through the conception, development, and preparation <strong>for</strong> delivery and evaluation <strong>of</strong> mental health<br />
policies and social services in the mental health field. It prepares students to work in direct practice (clinical)<br />
and in organizations and agencies (MACRO) whose goals are to improve the mental health <strong>of</strong> the population.<br />
The Mental Health specialization provides students with a broad understanding <strong>of</strong> the mental health care<br />
field. It includes knowledge building <strong>of</strong> mental health care programs and policies as well the ability to analyze<br />
and evaluate them, a sound theoretical base in the application <strong>of</strong> social work values and principles to mental<br />
health care, an understanding <strong>of</strong> mental health care research and opportunity to develop a specific social work<br />
method in the mental health care context. Special attention is paid to current trends in mental health care such<br />
as managed care, new advances in psychotropic drugs, and the use <strong>of</strong> cognitive behavior treatment. Students<br />
become familiar with how to treat and care <strong>for</strong> people with severe mental illness. The specialization is available<br />
to students in both the Clinical and the Management and Community Organization concentrations.<br />
The following sub-specialization is available as part <strong>of</strong> the Mental Health specialization:<br />
Employee Assistance Programs (EAP)<br />
The Employee Assistance Program (EAP) sub-specialization, available within the Mental Health<br />
specialization, has a special emphasis in EAPs, work/life programs, and managed behavioral health<br />
care. Faculty members at the <strong>School</strong> <strong>of</strong> Social Work are recognized experts in EAP and related fields.<br />
Community Action & Social Policy<br />
Social workers specializing in community action and social policy help community organizations and agencies<br />
help themselves. They employ a grassroots, empowerment-based approach and collaborate with other<br />
disciplines and pr<strong>of</strong>essions to create social and policy change, promote community development, and provide<br />
services to reduce poverty and economic and social inequality. During this era <strong>of</strong> community fragmentation,<br />
social alienation, and economic degeneration <strong>of</strong> the poor and the middle class, the need <strong>for</strong> skilled<br />
pr<strong>of</strong>essionals in social and community development, policy analysis, and policy advocacy has never been<br />
greater.<br />
The <strong>School</strong> <strong>of</strong> Social Work is one <strong>of</strong> the few schools <strong>of</strong> social work in the nation that <strong>of</strong>fers a specialization<br />
in these areas. In addition to faculty expertise, we have a strong alumni and social network, and excellent<br />
resources <strong>for</strong> this specialization. The <strong>School</strong> is in downtown Baltimore, yet only a short drive or train ride from<br />
the nation’s capital and social policy center, and near the state capital, Annapolis. This prime location provides<br />
a host <strong>of</strong> opportunities <strong>for</strong> policy analysis and advocacy at the local, state, and national levels. In addition, the<br />
diversity <strong>of</strong> the <strong>Maryland</strong>-DC area provides ample opportunities <strong>for</strong> both rural and urban social and community<br />
action and development.<br />
12
VI. STANDARDS FOR FIELD EDUCATION<br />
<strong>Field</strong> Education will take place only in an approved human service organization or program with<br />
an approved Social Work <strong>Field</strong> Instructor. It is the responsibility <strong>of</strong> the <strong>Field</strong> Education Office to<br />
approve both the placement sites and the <strong>Field</strong> Instructors. This approval process occurs prior<br />
to the placement <strong>of</strong> the student.<br />
The primary criterion <strong>for</strong> agency affiliation with the <strong>School</strong> is commitment to active participation<br />
as a partner in pr<strong>of</strong>essional education <strong>for</strong> social work. This involves an acceptance <strong>of</strong> the basic<br />
objectives <strong>of</strong> the <strong>School</strong>’s educational program and a readiness to invest staff time and other<br />
agency resources in student education. <strong>Field</strong> Instructors are experienced Social Workers who<br />
have an understanding <strong>of</strong> and interest in social work education.<br />
standards <strong>for</strong> f.e.<br />
13<br />
Students in the <strong>Field</strong> Education courses are expected to have field assignments that are<br />
appropriate <strong>for</strong> graduate social work practice and congruent with the goals and objectives<br />
<strong>of</strong> the particular <strong>Field</strong> Education course. The learning objectives appear on the syllabi <strong>for</strong> the<br />
different <strong>Field</strong> Education courses. The Foundation Practicum has one syllabus. In Advanced <strong>Field</strong><br />
Education there is a different syllabus <strong>for</strong> each <strong>of</strong> the concentrations.<br />
Emphasis is placed on the teaching aspect <strong>of</strong> supervision <strong>for</strong> <strong>Field</strong> Education.<br />
Documentation is a critical part <strong>of</strong> the practice experience and is to be submitted in a timely<br />
fashion. The <strong>School</strong> <strong>of</strong> Social Work requires the specific documentation <strong>of</strong> the student’s<br />
learning processes and outcomes. The specific requirements <strong>for</strong> documentation are listed<br />
under “Expectations <strong>of</strong> the Student” in the following section. The <strong>Field</strong> Instructor or the Faculty<br />
Liaison may require additional documentation from the student. The student’s EFN provides the<br />
learning contract, process recording, and monthly or weekly reports that must be used by the<br />
student.<br />
The <strong>Field</strong> Education Calendar clearly establishes the dates that specific material is due. These<br />
dates are important. The student, <strong>Field</strong> Instructor, and Faculty Liaison are expected to work<br />
together to complete the required <strong>for</strong>mal evaluations <strong>of</strong> the student’s work and submit them in<br />
a timely fashion.<br />
<strong>Field</strong> Education involves close cooperation <strong>of</strong> the agency, <strong>Field</strong> Instructor, school, and<br />
student. Each has a share in the development and on-going assessment <strong>of</strong> the <strong>Field</strong> Education<br />
experience. The following statements summarize the mutual expectations and responsibilities<br />
<strong>of</strong> each <strong>of</strong> the partners in <strong>Field</strong> Education.
VII. EXPECTATIONS OF THE AGENCY, THE FIELD INSTRUCTOR, THE SCHOOL,<br />
AND THE STUDENT<br />
A. Expectations <strong>of</strong> the Agency<br />
1) The agency’s executive director or, in the case <strong>of</strong> large organizations, the director <strong>of</strong> a large<br />
department should be committed to the agency’s participation in pr<strong>of</strong>essional social work<br />
education. He/she should identify a staff member who will serve as the intern coordinator to<br />
work with the <strong>School</strong>.<br />
2) The agency and <strong>School</strong> will enter into an agreement regarding the mutual expectations <strong>for</strong><br />
affiliation prior to a student being placed at the agency.<br />
3) The agency should provide the variety, quality and quantity <strong>of</strong> learning experiences<br />
appropriate <strong>for</strong> the type <strong>of</strong> <strong>Field</strong> Education: Foundation, Clinical, or MACRO.<br />
4) The agency will be expected to assure the availability <strong>of</strong> case material and projects <strong>for</strong><br />
instructional use by students, subject to the guidelines <strong>of</strong> confidentiality.<br />
5) The agency will provide the physical facilities necessary to accommodate students.<br />
6) The agency will reimburse students <strong>for</strong> travel expenses from the agency to home visits and<br />
other agency-related expenses.<br />
7) The agency should provide the opportunity <strong>for</strong> students to attend staff meetings and have<br />
other appropriate collegial and pr<strong>of</strong>essional exchanges.<br />
8) The agency must have an approved <strong>Field</strong> Instructor on site (at the <strong>Field</strong> Placement site) at<br />
least 50% <strong>of</strong> the time that the student is assigned to be there.<br />
9) The agency should adjust the <strong>Field</strong> Instructor’s workload to assure adequate time to meet<br />
student learning needs and to attend <strong>Field</strong> Education seminars and other meetings related to<br />
<strong>Field</strong> Education.<br />
10) The agency will orient students to both the service delivery system and the population<br />
served. The orientation will include a personal safety plan <strong>for</strong> the student.<br />
For additional in<strong>for</strong>mation, go to: www.ssw.umaryland.edu/field_education/notebookagency.<br />
html.<br />
B. Expectations <strong>of</strong> the <strong>Field</strong> Instructor<br />
1) Persons selected to be <strong>Field</strong> Instructors must have an MSW; have three years <strong>of</strong> experience<br />
beyond the master’s degree; be employed by the agency <strong>for</strong> at least 6 months prior to<br />
becoming a <strong>Field</strong> Instructor; and be licensed, at least at the graduate level (LGSW - <strong>Maryland</strong>),<br />
in the state in which they practice. This person is expected to be on site <strong>for</strong> at least 50% <strong>of</strong> the<br />
time that the student is assigned to be there.<br />
expectations<br />
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2) New <strong>Field</strong> Instructors are required to attend a <strong>Field</strong> Instructor’s Orientation. Orientation sessions are<br />
generally held in the fall. Continuing Education Units (CEU’S) are awarded <strong>for</strong> attendance.<br />
3) <strong>Field</strong> Instructors should become familiar with and consistently use the appropriate <strong>Field</strong> Education<br />
curriculum in developing clear expectations <strong>of</strong> student per<strong>for</strong>mance. The course objectives <strong>for</strong> each level <strong>of</strong><br />
placement are contained in the Appendix.<br />
4) The <strong>Field</strong> Instructor will develop learning opportunities in relation to the curriculum, and make specific<br />
assignments in consultation, as needed, with the Faculty <strong>Field</strong> Liaison.<br />
5) The <strong>Field</strong> Instructor must provide individual instruction via a regularly scheduled weekly conference, one<br />
hour at a minimum. Assessment materials must be prepared by the student and reviewed weekly by the <strong>Field</strong><br />
Instructor (i.e., process recordings, audio or videotapes, case presentation and projects).<br />
6) <strong>Field</strong> Instructors will provide clear feedback to the students on an ongoing basis about their per<strong>for</strong>mance,<br />
using assessment tools such as process recordings, audiotapes, minutes <strong>of</strong> meetings, etc.<br />
7) The <strong>Field</strong> Instructor will develop, in conjunction with the student, an individual learning contract within the<br />
first month <strong>of</strong> the student’s placement. A copy <strong>of</strong> this contract should be submitted to the student’s electronic<br />
<strong>Field</strong> Notebook.<br />
8) The <strong>Field</strong> Instructor must follow school guidelines in recommending grades by assessing per<strong>for</strong>mance<br />
relative to the learning objectives outlined in the syllabus, not ef<strong>for</strong>t or potential.<br />
9) The <strong>Field</strong> Instructor should involve the student in preparation <strong>of</strong> the midsemester assessment and the end<strong>of</strong>-semester<br />
evaluations. The student is expected to indicate that he/she has read the evaluation.<br />
10) The evaluation must be submitted to the student’s Electronic Notebook on the required date in order <strong>for</strong><br />
the Faculty <strong>Field</strong> Liaison to submit the student’s grade.<br />
11) <strong>Field</strong> Instructors may act as a resource <strong>for</strong> students as they complete agency-based class assignments.<br />
Students are expected to have consulted their <strong>Field</strong> Instructors concerning confidentiality <strong>of</strong> agency and client<br />
in<strong>for</strong>mation.<br />
12) <strong>Field</strong> Instructors should provide feedback on the student’s progress to the Faculty <strong>Field</strong> Liaison.<br />
13) The <strong>Field</strong> Instructor is expected to in<strong>for</strong>m the Faculty <strong>Field</strong> Liaison promptly <strong>of</strong> any problem with the<br />
student’s per<strong>for</strong>mance or change in the agency’s ability to meet the expectations <strong>for</strong> providing a field<br />
placement <strong>for</strong> the student, including the Instructor’s extended leave or absence from the agency.<br />
For additional in<strong>for</strong>mation, go to: www.ssw.umaryland.edu/field_education/notebookfi.html.<br />
C. Expectations <strong>of</strong> the <strong>School</strong> and Liaison Faculty<br />
1) The <strong>School</strong> will maintain on-going communication with the agency through the Faculty <strong>Field</strong> Liaison. This<br />
person is considered the primary source <strong>for</strong> support and consultation to the agency regarding the student.<br />
2) The <strong>School</strong> will provide an orientation <strong>for</strong> all students at the beginning <strong>of</strong> their first field placement at the<br />
<strong>School</strong>. The orientation will include a discussion <strong>of</strong> the expectations <strong>of</strong> the agency, the <strong>School</strong> and the student,<br />
15
as well as a review <strong>of</strong> the Code <strong>of</strong> Ethics. Also included in the orientation will be a discussion <strong>of</strong> the issue <strong>of</strong> a<br />
personal safety plan and universal precautions.<br />
3) The Faculty <strong>Field</strong> Liaison will become familiar with the nature <strong>of</strong> the field experiences within the particular<br />
agency.<br />
4) The Faculty <strong>Field</strong> Liaison will contact all assigned students and their <strong>Field</strong> Instructors within the first two<br />
months <strong>of</strong> the academic year.<br />
5) The Faculty <strong>Field</strong> Liaison will have a minimum <strong>of</strong> one meeting each semester at each assigned agency. The<br />
student(s) should be provided the opportunity to meet separately with the Liaison.<br />
6) The Faculty <strong>Field</strong> Liaison will review the student’s work at the time <strong>of</strong> the agency meeting. This can be in the<br />
<strong>for</strong>m <strong>of</strong> process recordings, audiotapes, videotape, meeting records, projects, flow charts, etc.<br />
7) The Faculty <strong>Field</strong> Liaison will read and comment on the student’s process recordings in his/her EFN.<br />
8) The Faculty <strong>Field</strong> Liaison will discuss the school’s curriculum with the <strong>Field</strong> Instructor to assist with their<br />
understanding <strong>of</strong> the connection between the student’s class work and practicum experience.<br />
9) The Faculty <strong>Field</strong> Liaison will provide consultation on educational matters and assistance in dealing with<br />
concerns the agency may have in relation to the student’s per<strong>for</strong>mance.<br />
10) Upon review <strong>of</strong> the <strong>Field</strong> Instructor’s written evaluation and recommendation, the Faculty <strong>Field</strong> Liaison<br />
assigns the semester grade. In the case <strong>of</strong> faculty <strong>Field</strong> Education units, it is the Faculty <strong>Field</strong> Instructor who,<br />
with advice and consultation from the Faculty <strong>Field</strong> Liaison, assigns the grade.<br />
11) The Faculty <strong>Field</strong> Liaison will provide prompt consultation to both the agency and the student in critical<br />
situations (See “Procedures <strong>for</strong> Resolution <strong>of</strong> <strong>Field</strong> Problems,” page 20) and will meet with the student and the<br />
<strong>Field</strong> Instructor prior to recommending a re-placement.<br />
12) The Faculty <strong>Field</strong> Liaison will provide and will encourage the student to provide on-going feedback to the<br />
<strong>Field</strong> Instructor about the student’s evaluation <strong>of</strong> the field experience.<br />
13) The Faculty <strong>Field</strong> Liaison will advise the <strong>Field</strong> Office <strong>of</strong> any problems that the agency or <strong>Field</strong> Instructor<br />
is experiencing which are having (or are likely to have) an impact upon the ability <strong>of</strong> either to provide <strong>Field</strong><br />
Education consistent with the standards and learning objectives established by the <strong>School</strong>.<br />
D. Expectations <strong>of</strong> the Student<br />
1) The student is expected to meet the course expectations <strong>for</strong> each level <strong>of</strong> <strong>Field</strong> Education.<br />
2) The student will adhere to the NASW Code <strong>of</strong> Ethics. The student is expected to read the Code <strong>of</strong> Ethics<br />
(See Appendices) during the first week <strong>of</strong> field placement and is expected to adhere to ethical behavior in all<br />
contacts with and on behalf <strong>of</strong> clients. Any questions that he/she has about the Code should be discussed with<br />
the <strong>Field</strong> Instructor or the Faculty Liason. Failure to adhere to the Code <strong>of</strong> Ethics may result in the dismissal<br />
from the <strong>Field</strong> and a hearing be<strong>for</strong>e the <strong>School</strong>’s Student Review Committee <strong>for</strong> pr<strong>of</strong>essional misconduct.<br />
3) The student must observe the confidentiality <strong>of</strong> agency records.<br />
16
4) The student is expected to abide by all rules and regulations <strong>of</strong> the agency where he/she is placed and to<br />
obtain written permission from the agency be<strong>for</strong>e submitting any agency material <strong>for</strong> publication.<br />
5) The student shall not seek or complete a field placement in an agency where a prior relationship exists. Prior<br />
relationship exists if a student:<br />
a) is a <strong>for</strong>mer or current client <strong>of</strong> the agency<br />
b) is a <strong>for</strong>mer or present employee <strong>of</strong> the agency (except in the case <strong>of</strong> an employment-based field<br />
placement that has been approved in writing by the <strong>Field</strong> Education Office)<br />
c) is a <strong>for</strong>mer or current volunteer <strong>of</strong> the agency<br />
d) has relatives or other close (current or prior) relationships among the staff in the agency.<br />
The student is expected to decline a placement in an agency where a prior relationship exists. If the<br />
relationship does not develop or the student is unaware <strong>of</strong> it until after the placement has begun, the student<br />
is expected to notify the Assistant Dean <strong>for</strong> <strong>Field</strong> Education immediately upon becoming aware <strong>of</strong> such a<br />
conflict <strong>of</strong> interest.<br />
6) The student is not to accept employment with their field placement agency during the course <strong>of</strong> the<br />
academic year.<br />
7) The student must submit, in advance <strong>of</strong> the regular weekly conference, an agenda and documentation <strong>of</strong><br />
his/her per<strong>for</strong>mance in a social work role. This documentation can include process recordings, case summaries,<br />
and audio and visual tapes. Foundation and clinical students must also complete psychosocial assessments <strong>for</strong><br />
the <strong>Field</strong> Instructor’s review.<br />
8) The student shall contribute to the development <strong>of</strong> the learning contract with the <strong>Field</strong> Instructor and<br />
submit a copy to his or her electronic <strong>Field</strong> Notebook within the first month <strong>of</strong> placement.<br />
9) The student shall submit a monthly report (or weekly report) and three process recordings in his/her EFN.<br />
The monthly report is due the 5th <strong>of</strong> each month beginning in October. (The report submitted in October<br />
reflected work <strong>for</strong> the month <strong>of</strong> September.) Students following the regular calendar will submit their last<br />
monthly report in April; students following the extended calendar will submit their last monthly report in<br />
June. A process recording is to be submitted with the monthly reports <strong>for</strong> October, November, December,<br />
February, March, and April. <strong>Field</strong> Instructors and/or Faculty Liasons may require additional process recordings.<br />
For Foundation students, one <strong>of</strong> the six process recordings is to be a MACRO process recording and should be<br />
submitted during the Spring semester.<br />
10) The student shall continue in <strong>Field</strong> Education during the Winter session (January).<br />
11) The student shall not alter his/her field placement without the knowledge <strong>of</strong> the Faculty <strong>Field</strong> Liaison and<br />
the written consent <strong>of</strong> the Assistant Dean <strong>for</strong> <strong>Field</strong> Education.<br />
12) The student will adhere to the agency’s dress code.<br />
13) The student is expected to be in <strong>Field</strong> eight hours per field day. For some agencies, eight hours may not<br />
include lunch (See <strong>Field</strong> Education Hours, page 18).<br />
14) The student is expected to fill out an agency time sheet if required by the agency.<br />
15) The student is responsible <strong>for</strong> his/her own transportation costs from school or home to the agency and<br />
back again.<br />
17
16) A student shall pay <strong>for</strong> malpractice insurance <strong>for</strong> each year that he/ she is registered <strong>for</strong> a<br />
<strong>Field</strong> Education course. This payment shall be made during the course <strong>of</strong> payment <strong>for</strong> regular<br />
school fees.<br />
VIII. PLACEMENT OF STUDENTS<br />
A. <strong>Field</strong> Education Placement Policies<br />
All placements are made by the <strong>Field</strong> Education Office or specific faculty who have been<br />
assigned to that Office <strong>for</strong> the purpose <strong>of</strong> making a particular set <strong>of</strong> field placements.<br />
Arrangements made between students and agencies that have not been initiated by the<br />
<strong>Field</strong> Education Office do not meet the definition <strong>of</strong> a field placement and thus will not be<br />
eligible <strong>for</strong> academic credit.<br />
Foundation <strong>Field</strong> Practicum<br />
All students who are requesting a Foundation field placement are required to electronically<br />
submit a field placement application <strong>for</strong>m, two narratives, and a resume to provide in<strong>for</strong>mation<br />
about their interests, previous social service experiences and social work goals. Foundation<br />
students are referred to placement sites that are able to provide them with a generic social<br />
work experience. Please review the Foundation <strong>Field</strong> Practicum section <strong>of</strong> the <strong>Field</strong> Education<br />
Model (page 7) <strong>for</strong> a description <strong>of</strong> the Foundation <strong>Field</strong> Practicum.<br />
Advanced <strong>Field</strong> Practicum<br />
All students who are requesting an Advanced <strong>Field</strong> placement are required to electroncially<br />
submit a field placement application <strong>for</strong>m, two narratives, and a resume to provide in<strong>for</strong>mation<br />
about their interests, previous social service experiences and social work goals. Advanced level<br />
students are expected to choose a concentration and specialization. As part <strong>of</strong> the application<br />
process they may also indicate their preferences <strong>for</strong> particular placement sites. Please review<br />
the Advanced <strong>Field</strong> Practicum section <strong>of</strong> the <strong>Field</strong> Education Model (page 10) <strong>for</strong> a more<br />
complete description <strong>of</strong> Advanced <strong>Field</strong> Practice.<br />
B. <strong>Field</strong> Placement Process<br />
1) Students are required to complete an application <strong>for</strong> a field placement <strong>for</strong> each academic<br />
year that they choose to be in field placement. The application has three parts: a <strong>for</strong>m, two<br />
narratives, and a current resume. All three parts must be electronically submitted to the Office<br />
<strong>of</strong> <strong>Field</strong> Education be<strong>for</strong>e a student will be referred to an agency <strong>for</strong> a placement interview.<br />
2) There are four phases to the placement process. Each phase has specific timeframes and<br />
dates that completed applications are due. The specific timetable <strong>for</strong> a placement cycle is<br />
published in the Student Bulletin and on the <strong>Field</strong> Education web page.<br />
Phase 1: Applications<br />
Agencies are surveyed and recruited <strong>for</strong> participation in the <strong>Field</strong> Education program.<br />
Agency Pr<strong>of</strong>iles are available <strong>for</strong> students to review in their Online <strong>Field</strong> Notebook.<br />
Group and individual meetings are provided to assist students in completing applications<br />
and making decisions about placement preferences.<br />
Phase 2: Placement <strong>of</strong> Currently Enrolled Students<br />
All applications <strong>for</strong> field placements and applications <strong>for</strong> employment-based field<br />
placements from currently enrolled students are due on February 1.<br />
placement<br />
18
Phase 3: Placement <strong>of</strong> Newly Admitted Students<br />
Upon acceptance to the <strong>School</strong> and confirmation, newly admitted students will be given in<strong>for</strong>mation<br />
regarding applying to <strong>Field</strong>.<br />
Phase 4: Final Preparation <strong>for</strong> the Fall Semester<br />
Placements are adjusted as required. Last minute changes at agencies sometimes require a<br />
replacement be<strong>for</strong>e the semester begins. Orientations <strong>for</strong> students and orientations <strong>for</strong> new <strong>Field</strong><br />
Instructors are provided. Confirmation <strong>of</strong> students’ malpractice insurance coverage is sent to agencies.<br />
3) Referrals <strong>of</strong> students to specific agencies takes place during phases two and three <strong>of</strong> the placement process.<br />
A referral from the <strong>Field</strong> Education Office to an agency may include a number <strong>of</strong> contacts between the Office<br />
and the agency. All referrals include the Office <strong>of</strong> <strong>Field</strong> Education emailing the student’s application to the<br />
agency. The student is emailed the agency contact in<strong>for</strong>mation and must contact the agency to schedule an<br />
interview within two (2) weeks.<br />
4) Agencies may require additional screenings and/or in<strong>for</strong>mation from students such as previous evaluations,<br />
references, criminal background check, etc. Such requests will be handled between the agency and the<br />
student.<br />
5) After the interview, the student is expected to advise the <strong>Field</strong> Office <strong>of</strong> the outcome.<br />
6) If at any point, after filing a <strong>Field</strong> Placement application, the student determines that he/she will not be<br />
going into a field placement as planned, s/he is expected to contact the <strong>Field</strong> Education Office at 410-706-7187<br />
as well as the agency to which the referral was made.<br />
7) Faculty Liason assignments are made to students and agencies in late August. When finalized, Faculty Liason<br />
contact in<strong>for</strong>mation can be viewed in the Online <strong>Field</strong> Notebook. Faculty Liasons should not be contacted<br />
be<strong>for</strong>e the beginning <strong>of</strong> the Fall semester.<br />
8) All new students are required to attend one <strong>of</strong> the scheduled <strong>Field</strong> Orientations prior to the beginning <strong>of</strong><br />
their field placement. Orientations are scheduled prior to the first week <strong>of</strong> classes<br />
IX. OPERATIONAL POLICIES FOR FIELD EDUCATION<br />
A. <strong>Field</strong> Education Hours, Holidays, and Absences<br />
Students must spend the contracted number <strong>of</strong> hours in the agency on a regular schedule. The Foundation<br />
<strong>Field</strong> Practicum is 16 hours per week <strong>for</strong> both semesters and is not to extend beyond 3 days per week. The<br />
Advanced <strong>Field</strong> Practicum is 24 hours per week <strong>for</strong> both semesters and must not extend beyond 4 days per<br />
week. Students are expected to adhere to the agency’s hours. Any <strong>Field</strong> Education day is, however, not to<br />
exceed an 8-hour block or be less than a 4-hour block. The 8-hour day may or may not include lunch. Once a<br />
<strong>Field</strong> Education schedule has been established, any modifications must be approved by the <strong>Field</strong> Instructor and<br />
the Faculty <strong>Field</strong> Liaison.<br />
Students must notify the <strong>Field</strong> Instructor promptly in case <strong>of</strong> absence. An appropriate written plan must be<br />
developed with the <strong>Field</strong> Instructor in consultation with the Faculty <strong>Field</strong> Liaison <strong>for</strong> making up the time and<br />
work resulting from either a short or a prolonged absence. In the case <strong>of</strong> frequent absences from the field<br />
agency, the <strong>Field</strong> Instructor should seek the advice <strong>of</strong> the Faculty <strong>Field</strong> Liaison to resolve the matter.<br />
Students who are appointed as representatives to organizational meetings at the <strong>School</strong> <strong>of</strong> Social Work,<br />
including but not limited to the Masters Program Committee, Concentration Sequences, Foundation, Search,<br />
19
Student Affairs, In<strong>for</strong>matics and the Faculty <strong>Field</strong> Committee, may be granted time from <strong>Field</strong><br />
Education not to exceed 30 hours per academic year to participate in these decision-making<br />
bodies. The <strong>Field</strong> Education Office will obtain an <strong>of</strong>ficial list from S.G.A. each semester <strong>of</strong> the<br />
student representatives. These absences must be requested by the student and approved by<br />
the agency <strong>Field</strong> Instructor prior to leaving the field placement site.<br />
Students may be able to integrate the committee experience with field practice through<br />
feedback to the <strong>Field</strong> Instructor in conferences.<br />
LEAVE<br />
A maximum <strong>of</strong> two (2) leave days will be granted per academic year to any student who is<br />
absent from field. When a student has missed more than two days <strong>of</strong> <strong>Field</strong> Education, the<br />
student, the <strong>Field</strong> Instructor, and the Faculty <strong>Field</strong> Liaison should work together to develop and<br />
document a plan <strong>for</strong> the time to be made-up.<br />
HOLIDAYS<br />
Students are excused from <strong>Field</strong> Education on the following holidays observed by the <strong>School</strong> <strong>of</strong><br />
<strong>School</strong> Work: Thanksgiving (two days), a portion <strong>of</strong> Winter Break, Martin Luther King’s Birthday,<br />
and Spring Break. Please check the <strong>Field</strong> Education calendar <strong>for</strong> the dates.<br />
Students who miss time in the field to observe a religious holiday are expected to make-up the<br />
time that they have missed.<br />
SNOW DAYS<br />
The student will be expected to be in the agency on field days if the agency is open on a snow<br />
day. If the student is absent, this time must be made up in the same semester.<br />
AGENCY CLOSURE<br />
The student should check with the <strong>Field</strong> Instructor about what to do when the agency is closed<br />
on a day that the student is to be at the agency. The <strong>Field</strong> Instructor may develop an alternative<br />
assignment <strong>for</strong> the student or may excuse the student from <strong>Field</strong> Education.<br />
B. Grading<br />
A mid-semester evaluation is completed during a student’s first semester <strong>of</strong> placement and may<br />
be requested <strong>for</strong> the second semester at the discretion <strong>of</strong> the Faculty <strong>Field</strong> Liaison. The Faculty<br />
<strong>Field</strong> Liaison shall request a mid-semester evaluation during the second semester <strong>for</strong> any<br />
student who has not previously received a written evaluation from the agency where he/she is<br />
placed. The student whose placement site is changed <strong>for</strong> the second semester will, <strong>for</strong> example,<br />
require a mid-semester evaluation <strong>for</strong> the spring semester.<br />
Students are graded on a PASS/FAIL basis, using the evaluation <strong>for</strong>mat that is consistent with the<br />
course objectives <strong>for</strong> each level <strong>of</strong> <strong>Field</strong> Education. At the end <strong>of</strong> each semester the agency <strong>Field</strong><br />
Instructor with advice and consultation from the Faculty <strong>Field</strong> Liaison, as appropriate, reviews<br />
the student’s per<strong>for</strong>mance with the student, documents the student’s level <strong>of</strong> per<strong>for</strong>mance<br />
and recommends a grade <strong>of</strong> PASS or FAIL. The evaluation must be submitted to the student’s<br />
electronic <strong>Field</strong> Notebook on the required date. In the case <strong>of</strong> agency-based <strong>Field</strong> Education, the<br />
Faculty <strong>Field</strong> Liaison, upon review <strong>of</strong> the evaluation, assigns a grade and submits the assigned<br />
grade. In the case <strong>of</strong> faculty <strong>Field</strong> Education units, it is the Faculty <strong>Field</strong> Instructor who, with<br />
advice and consultation from the Faculty <strong>Field</strong> Liaison, assigns the grade.<br />
operational policies<br />
20
Grades <strong>for</strong> students with an Extended <strong>Field</strong> Placement are not due at the end <strong>of</strong> the semester. Please refer to<br />
the <strong>Field</strong> Calendar <strong>for</strong> the dates that evaluations are due <strong>for</strong> these students.<br />
C. Stipends<br />
There are a limited number <strong>of</strong> field placements that <strong>of</strong>fer stipends. The <strong>School</strong> administers Title IV-E Child<br />
Welfare stipends, Keswick/Union Memorial <strong>Field</strong> Unit Stipends, and Child, Adolescent and Family Health<br />
stipends. All other stipends are <strong>of</strong>fered by agencies directly to the student. These stipends are awarded yearly,<br />
at the discretion <strong>of</strong> the agency and are generally agreed upon prior to placement.<br />
D. Employment-Based <strong>Field</strong> Education<br />
An Employment-Based <strong>Field</strong> Education option has been developed <strong>for</strong> those students who would like to have<br />
their field placement at the agency where they are employed. To be eligible <strong>for</strong> this option, a student must<br />
have been a full-time employee, in good standing, <strong>for</strong> at least 6 months prior to the start <strong>of</strong> the academic<br />
year in which he/she is applying <strong>for</strong> an employment-based placement. The curriculum and objectives <strong>of</strong> the<br />
Employment-Based <strong>Field</strong> Education program are identical to those in the regular program. The pattern <strong>of</strong> <strong>Field</strong><br />
Education, however, provides the student with the opportunity to continue employment while completing<br />
either the Foundation Practicum or Advanced Practicum with assignments that are educationally appropriate,<br />
as well as, separate and distinct from the employment experience.<br />
A student who wants to pursue this option must submit an electronic Proposal <strong>for</strong> an Employment-Based <strong>Field</strong><br />
Education Placement to the <strong>Field</strong> Education Office along with his/her application <strong>for</strong> a field placement. This<br />
proposal identifies both the unit (division or department) within the agency where the student is currently<br />
employed and his/her work assignment in that unit as well as a description <strong>of</strong> the new assignment, including<br />
the requisite reduction in workload. The student, the supervisor, the proposed <strong>Field</strong> Instructor, and the agency<br />
executive must sign the proposal.<br />
Copies <strong>of</strong> the Employment-Based <strong>Field</strong> Education policy and proposal <strong>for</strong>ms are available on the EFN.<br />
In order <strong>for</strong> such a proposal to be approved, the availability <strong>of</strong> release time <strong>for</strong> course work and <strong>Field</strong><br />
Education must be ensured. <strong>Field</strong>work assignments and supervision must differ from those associated with<br />
the student’s employment. The plan <strong>for</strong> <strong>Field</strong> Education must be educationally focused, not centered solely on<br />
agency services, and must meet the criteria that have been established <strong>for</strong> all <strong>of</strong> the <strong>School</strong>’s <strong>Field</strong> Education<br />
placements (Please refer to the sections <strong>of</strong> this manual that address standards and expectations).<br />
Employment-Based <strong>Field</strong> Education placements will be approved <strong>for</strong> organizations with multiple divisions<br />
that are able to demonstrate their capacity to permit the student to work with diverse client populations and<br />
to achieve the learning objectives <strong>of</strong> the field curriculum. The agency must be able to demonstrate that the<br />
student’s employment responsibilities and assignments are separate and distinct from the proposed <strong>Field</strong><br />
Education assignments. This can be accomplished, in part, through reassignment <strong>of</strong> the student to another<br />
unit, division, or department <strong>for</strong> the days that he/she is in field. Some agencies may not be large enough to<br />
meet the criteria <strong>for</strong> an Employment-Based <strong>Field</strong> Education placement.<br />
The student must have a <strong>Field</strong> Instructor who is different from the work supervisor. The <strong>Field</strong> Instructor<br />
must be a regular staff member in the organization that is requesting the Employment-Based <strong>Field</strong> Education<br />
placement <strong>for</strong> the student. <strong>Field</strong> Instructors and the <strong>Field</strong> Education assignments must be approved by the<br />
Office <strong>of</strong> <strong>Field</strong> Education prior to the student being referred to the agency <strong>for</strong> an Employment-Based <strong>Field</strong><br />
Education placement. The transfer to the new unit, division, or department should begin on the first day <strong>of</strong><br />
<strong>Field</strong> Education (Please refer to the <strong>Field</strong> Education Calendar <strong>for</strong> the date).<br />
21
E. Procedures <strong>for</strong> Resolution <strong>of</strong> <strong>Field</strong> Problems<br />
The following procedure should be followed in the event <strong>of</strong> a problem in the field:<br />
1) The student and <strong>Field</strong> Instructor should attempt to resolve the problem together. If this is unsuccessful, they<br />
are to in<strong>for</strong>m each other <strong>of</strong> their intention to seek additional help and should contact the Faculty <strong>Field</strong> Liaison<br />
immediately. The Liaison has the authority and responsibility to mediate the problem and is expected to meet<br />
with both the student and the <strong>Field</strong> Instructor be<strong>for</strong>e recommending a re-placement.<br />
2) It is the expectation that, through this mediation, the problem will be resolved. It is important <strong>for</strong><br />
the presenting problem to be seen as an opportunity <strong>for</strong> the student to learn more about his/her own<br />
presentation <strong>of</strong> self, learning style, and interpersonal skills.<br />
3) Every ef<strong>for</strong>t will be made to maintain the placement. It is, however, occasionally necessary to remove a<br />
student from a particular field placement. The reasons <strong>for</strong> this action range from the lack <strong>of</strong> a qualified social<br />
worker at the agency to a violation <strong>of</strong> the Code <strong>of</strong> Ethics on the part <strong>of</strong> the student. It is the responsibility <strong>of</strong><br />
the Faculty <strong>Field</strong> Liaison to report such a situation to the Office <strong>of</strong> <strong>Field</strong> Education.<br />
4) The <strong>Field</strong> Education Office faculty will make a decision in consultation with the Faculty <strong>Field</strong> Liaison.<br />
Depending on the nature <strong>of</strong> the problem, the action taken by the <strong>School</strong> could range from reassigning the<br />
student to another agency to referring the student to the Student Review Committee and/or to assigning the<br />
student a failing grade <strong>for</strong> <strong>Field</strong> Education.<br />
5) The agency has the right to ask <strong>for</strong> a student’s removal because <strong>of</strong> improper or unethical behavior<br />
on the part <strong>of</strong> the student, or the student’s inability to function within the agency’s structure and rules.<br />
Documentation <strong>of</strong> the request <strong>for</strong> removal, with appropriate reasons, should be <strong>for</strong>warded to the <strong>School</strong><br />
through the Faculty <strong>Field</strong> Liaison. This may result in a referral <strong>of</strong> the student to the Student Review Committee.<br />
6) In this process it is important that open communication be maintained. The <strong>Field</strong> Instructor and student<br />
share responsibility <strong>for</strong> identifying and dealing with problems as soon as they become evident.<br />
7) Reassignments: When a student is reassigned to a new agency, a new learning contract must be completed<br />
within the first month <strong>of</strong> placement. If this is the second semester <strong>of</strong> a student’s Foundation or Advanced<br />
Practicum, a mid-semester evaluation is also required.<br />
22
X. ADMINISTRATION OF THE OFFICE OF FIELD EDUCATION<br />
A. Responsibility<br />
The Office <strong>of</strong> <strong>Field</strong> Education is responsible <strong>for</strong> the development <strong>of</strong> field placement sites, the<br />
placement <strong>of</strong> students, and <strong>for</strong> the ongoing monitoring <strong>of</strong> the <strong>Field</strong> Education Program. The<br />
<strong>Field</strong> Education Office provides orientations <strong>for</strong> students and <strong>Field</strong> Instructors as well as ongoing<br />
support and assistance to Faculty <strong>Field</strong> Liaisons.<br />
B. Office <strong>of</strong> <strong>Field</strong> Education Faculty and Administrators<br />
Wanda J. Bair, MSW, LCSW-C, LICSW<br />
Interim Assistant Dean and Director <strong>of</strong> <strong>Field</strong> Education<br />
Clinical Assistant Pr<strong>of</strong>essor<br />
fieldeducation@ssw.umaryland.edu<br />
Franklin C. Chappell, MSW, LCSW-C<br />
Clinical Assistant Pr<strong>of</strong>essor and Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
FChappell@ssw.umaryland.edu<br />
administration<br />
23<br />
Randa H. Deacon, MSW<br />
Assistant Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
RDeacon@ssw.umaryland.edu<br />
Gisele Ferretto, MSW, LCSW-C<br />
Clinical Instructor and Assistant Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
GFerretto@ssw.umaryland.edu<br />
Andrea Judson, MSW, LCSW-C<br />
Clinical Instructor and Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
AJudson@ssw.umaryland.edu<br />
Coretta McKenzie, BS<br />
Administrative Assistant<br />
CMcKenzie@ssw.umaryland.edu<br />
Shamyla Tareen, MSW, LGSW<br />
Academic Coordinator<br />
stareen@ssw.umaryland.edu<br />
Sheila Y. Snowden, MSW, , LCADC, LCSW-C<br />
Clinical Instructor and Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
SSnowden@ssw.umaryland.edu<br />
Victoria D. Stubbs, MSW, LICSW<br />
Clinical Instructor and Coordinator <strong>for</strong> <strong>Field</strong> Education<br />
VStubbs@ssw.umaryland.edu<br />
C. Faculty <strong>Field</strong> Committee<br />
The <strong>School</strong> has a Faculty <strong>Field</strong> Committee. Membership includes faculty, agency representatives,<br />
students and the field <strong>of</strong>fice faculty. The role <strong>of</strong> the Faculty <strong>Field</strong> Committee is to review,<br />
evaluate and make recommendations to the <strong>Field</strong> Office on issues related to <strong>Field</strong> Education<br />
curriculum and administration.
24appendices
National Association <strong>of</strong> Social Workers (NASW) Code <strong>of</strong> Ethics<br />
OVERVIEW<br />
The NASW Code <strong>of</strong> Ethics is intended to serve as a guide to the everyday pr<strong>of</strong>essional conduct <strong>of</strong> social<br />
workers. This Code includes four sections. The first Section, “Preamble,” summarizes the social work<br />
pr<strong>of</strong>ession’s mission and core values. The second section, “Purpose <strong>of</strong> the NASW Code <strong>of</strong> Ethics,” provides an<br />
overview <strong>of</strong> the Code’s main functions and a brief guide <strong>for</strong> dealing with ethical issues or dilemmas in social<br />
work practice. The third section, “Ethical Principles,” presents broad ethical principles, based on social work’s<br />
core values that in<strong>for</strong>m social work practice. The final section, “Ethical Standards,” includes specific ethical<br />
standards to guide social workers’ conduct and to provide a basis <strong>for</strong> adjudication.<br />
The National Association <strong>of</strong> Social Workers (NASW) is the largest organization <strong>of</strong> pr<strong>of</strong>essional social workers<br />
in the world. NASW serves nearly 160,000 social workers in 55 chapters throughout the United States, Puerto<br />
Rico, the Virgin Islands, and abroad. NASW was <strong>for</strong>med in 1955 through a merger <strong>of</strong> seven predecessor social<br />
work organizations to carry out three responsibilities:<br />
• strengthen and unify the pr<strong>of</strong>ession<br />
• promote the development <strong>of</strong> social work practice<br />
• advance sound social policies.<br />
Promoting high standards <strong>of</strong> practice and protecting the consumer <strong>of</strong> services are major association principles.<br />
Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly<br />
Reprinted with permission <strong>of</strong> the National Association <strong>of</strong> Social Workers,<br />
Washington, D.C. ©1996<br />
25
PREAMBLE<br />
The primary mission <strong>of</strong> the social work pr<strong>of</strong>ession is to enhance human well-being and help meet the basic<br />
human needs <strong>of</strong> all people, with particular attention to the needs and empowerment <strong>of</strong> people who are<br />
vulnerable, oppressed, and living in poverty. A historic and defining feature <strong>of</strong> social work is the pr<strong>of</strong>ession’s<br />
focus on individual well-being in a social context and the well-being <strong>of</strong> society. Fundamental to social work is<br />
attention to the environmental <strong>for</strong>ces that create, contribute to, and address problems in living.<br />
Social workers promote social justice and social change with and on behalf <strong>of</strong> clients. “Clients” is used<br />
inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive<br />
to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other <strong>for</strong>ms <strong>of</strong> social<br />
injustice. These activities may be in the <strong>for</strong>m <strong>of</strong> direct practice, community organizing, supervision,<br />
consultation, administration, advocacy, social and political action, policy development and implementation,<br />
education, and research and evaluation. Social workers seek to enhance the capacity <strong>of</strong> people to address their<br />
own needs. Social workers also seek to promote the responsiveness <strong>of</strong> organizations, communities, and other<br />
social institutions to individuals’ needs and social problems.<br />
The mission <strong>of</strong> the social work pr<strong>of</strong>ession is rooted in a set <strong>of</strong> core values. These core values, embraced by<br />
social workers throughout the pr<strong>of</strong>ession’s history, are the foundation <strong>of</strong> social work’s unique purpose and<br />
perspective:<br />
• service<br />
• social justice<br />
• dignity and worth <strong>of</strong> the person<br />
• importance <strong>of</strong> human relationships<br />
• integrity<br />
• competence.<br />
This constellation <strong>of</strong> core values reflects what is unique to the social work pr<strong>of</strong>ession. Core values, and the<br />
principles that flow from them, must be balanced within the context and complexity <strong>of</strong> the human experience.<br />
Purpose <strong>of</strong> the NASW Code <strong>of</strong> Ethics<br />
Pr<strong>of</strong>essional ethics are at the core <strong>of</strong> social work. The pr<strong>of</strong>ession has an obligation to articulate its basic values,<br />
ethical principles, and ethical standards. The NASW Code <strong>of</strong> Ethics sets <strong>for</strong>th these values, principles, and<br />
standards to guide social workers’ conduct. The Code is relevant to all social workers and social work students,<br />
regardless <strong>of</strong> their pr<strong>of</strong>essional functions, the settings in which they work, or the populations they serve.<br />
The NASW Code <strong>of</strong> Ethics serves six purposes:<br />
1. The Code identifies core values on which social work’s mission is based.<br />
2. The Code summarizes broad ethical principles that reflect the pr<strong>of</strong>ession’s core values and<br />
establishes a set <strong>of</strong> specific ethical standards that should be used to guide social work practice.<br />
3. The Code is designed to help social workers identify relevant considerations when pr<strong>of</strong>essional<br />
obligations conflict or ethical uncertainties arise.<br />
4. The Code provides ethical standards to which the general public can hold the social work pr<strong>of</strong>ession<br />
accountable.<br />
5. The Code socializes practitioners new to the field to social work’s mission, values, ethical principles,<br />
and ethical standards.<br />
6. The Code articulates standards that the social work pr<strong>of</strong>ession itself can use to assess whether social<br />
workers have engaged in unethical conduct. NASW has <strong>for</strong>mal procedures to adjudicate ethics<br />
26
27<br />
complaints filed against its members.1 In subscribing to this Code, social workers are required to<br />
cooperate in its implementation, participate in NASW adjudication proceedings, and abide by<br />
any NASW disciplinary rulings or sanctions based on it.<br />
The Code <strong>of</strong>fers a set <strong>of</strong> values, principles, and standards to guide decision making and conduct when ethical<br />
issues arise. It does not provide a set <strong>of</strong> rules that prescribe how social workers should act in all situations.<br />
Specific applications <strong>of</strong> the Code must take into account the context in which it is being considered and the<br />
possibility <strong>of</strong> conflicts among the Code’s values, principles, and standards. Ethical responsibilities flow from<br />
all human relationships, from the personal and familial to the social and pr<strong>of</strong>essional.<br />
Further, the NASW Code <strong>of</strong> Ethics does not specify which values, principles, and standards are most important<br />
and ought to outweigh others in instances when they conflict. Reasonable differences <strong>of</strong> opinion can and do<br />
exist among social workers with respect to the ways in which values, ethical principles, and ethical standards<br />
should be rank ordered when they conflict. Ethical decision making in a given situation must apply the<br />
in<strong>for</strong>med judgment <strong>of</strong> the individual social worker and should also consider how the issues would be judged in<br />
a peer review process where the ethical standards <strong>of</strong> the pr<strong>of</strong>ession would be applied.<br />
Ethical decision making is a process. There are many instances in social work where simple answers are<br />
not available to resolve complex ethical issues. Social workers should take into consideration all the values,<br />
principles, and standards in this Code that are relevant to any situation in which ethical judgment is warranted.<br />
Social workers’ decisions and actions should be consistent with the spirit as well as the letter <strong>of</strong> this Code.<br />
__________<br />
1 For in<strong>for</strong>mation on NASW adjudication procedures, see NASW Procedures <strong>for</strong> the Adjudication <strong>of</strong><br />
Grievances.<br />
In addition to this Code, there are many other sources <strong>of</strong> in<strong>for</strong>mation about ethical thinking that may be<br />
useful. Social workers should consider ethical theory and principles generally, social work theory and research,<br />
laws, regulations, agency policies, and other relevant codes <strong>of</strong> ethics, recognizing that among codes <strong>of</strong> ethics<br />
social workers should consider the NASW Code <strong>of</strong> Ethics as their primary source. Social workers also should<br />
be aware <strong>of</strong> the impact on ethical decision making <strong>of</strong> their clients’ and their own personal values and cultural<br />
and religious beliefs and practices. They should be aware <strong>of</strong> any conflicts between personal and pr<strong>of</strong>essional<br />
values and deal with them responsibly. For additional guidance social workers should consult the relevant<br />
literature on pr<strong>of</strong>essional ethics and ethical decision making and seek appropriate consultation when faced<br />
with ethical dilemmas. This may involve consultation with an agency based or social work organization’s ethics<br />
committee, a regulatory body, knowledgeable colleagues, supervisors, or legal counsel. Instances may arise<br />
when social workers’ ethical obligations conflict with agency policies or relevant laws or regulations. When<br />
such con conflicts occur, social workers must make a responsible ef<strong>for</strong>t to resolve the conflict in a manner that<br />
is consistent with the values, principles, and standards expressed in this Code. If a reasonable resolution <strong>of</strong> the<br />
conflict does not appear possible, social workers should seek proper consultation be<strong>for</strong>e making a decision.<br />
The NASW Code <strong>of</strong> Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies (such<br />
as licensing and regulatory boards, pr<strong>of</strong>essional liability insurance providers, courts <strong>of</strong> law, agency boards <strong>of</strong><br />
directors, government agencies, and other pr<strong>of</strong>essional groups) that choose to adopt it or use it as a frame<br />
<strong>of</strong> reference. Violation <strong>of</strong> standards in this Code does not automatically imply legal liability or violation <strong>of</strong> the<br />
law. Such determination can only be made in the context <strong>of</strong> legal and judicial proceedings. Alleged violations<br />
<strong>of</strong> the Code would be subject to a peer review process. Such processes are generally separate from legal or<br />
administrative procedures and insulated from legal review or proceedings to allow the pr<strong>of</strong>ession to counsel<br />
and discipline its own members.
A code <strong>of</strong> ethics cannot guarantee ethical behavior. Moreover, a code <strong>of</strong> ethics cannot resolve all ethical<br />
issues or disputes or capture the richness and complexity involved in striving to make responsible choices<br />
within a moral community. Rather, a code <strong>of</strong> ethics sets <strong>for</strong>th values, ethical principles, and ethical standards<br />
to which pr<strong>of</strong>essionals aspire and by which their actions can be judged. Social workers’ ethical behavior<br />
should result from their personal commitment to engage in ethical practice. The NASW Code <strong>of</strong> Ethics reflects<br />
the commitment <strong>of</strong> all social workers to uphold the pr<strong>of</strong>ession’s values and to act ethically. Principles and<br />
standards must be applied by individuals <strong>of</strong> good character who discern moral questions and, in good faith,<br />
seek to make reliable ethical judgments.<br />
Ethical Principles<br />
The following broad ethical principles are based on social work’s core values <strong>of</strong> service, social justice, dignity<br />
and worth <strong>of</strong> the person, importance <strong>of</strong> human relationships, integrity, and competence. These principles set<br />
<strong>for</strong>th ideals to which all social workers should aspire.<br />
Value: Service<br />
Ethical Principle: Social workers’ primary goal is to help people in need and to address social problems.<br />
Social workers elevate service to others above self interest. Social workers draw on their knowledge,<br />
values, and skills to help people in need and to address social problems. Social workers are encouraged<br />
to volunteer some portion <strong>of</strong> their pr<strong>of</strong>essional skills with no expectation <strong>of</strong> significant financial return<br />
(pro bono service).<br />
Value: Social Justice<br />
Ethical Principle: Social workers challenge social injustice.<br />
Social workers pursue social change, particularly with and on behalf <strong>of</strong> vulnerable and oppressed<br />
individuals and groups <strong>of</strong> people. Social workers’ social change ef<strong>for</strong>ts are focused primarily on issues<br />
<strong>of</strong> poverty, unemployment, discrimination, and other <strong>for</strong>ms <strong>of</strong> social injustice. These activities seek to<br />
promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social<br />
workers strive to ensure access to needed in<strong>for</strong>mation, services, and resources; equality <strong>of</strong><br />
opportunity; and meaningful participation in decision making <strong>for</strong> all people.<br />
Value: Dignity and Worth <strong>of</strong> the Person<br />
Ethical Principle: Social workers respect the inherent dignity and worth <strong>of</strong> the person.<br />
Social workers treat each person in a caring and respectful fashion, mindful <strong>of</strong> individual differences<br />
and cultural and ethnic diversity. Social workers promote clients’ socially responsible self<br />
determination. Social workers seek to enhance clients’ capacity and opportunity to change and to<br />
address their own needs. Social workers are cognizant <strong>of</strong> their dual responsibility to clients and to the<br />
broader society. They seek to resolve conflicts between clients’ interests and the broader<br />
society’s interests in a socially responsible manner consistent with the values, ethical principles, and<br />
ethical standards <strong>of</strong> the pr<strong>of</strong>ession.<br />
Value: Importance <strong>of</strong> Human Relationships<br />
Ethical Principle: Social workers recognize the central importance <strong>of</strong> human relationships.<br />
28
Social workers understand that relationships between and among people are an important vehicle <strong>for</strong><br />
change. Social workers engage people as partners in the helping process. Social workers seek to<br />
strengthen relationships among people in a purposeful ef<strong>for</strong>t to promote, restore, maintain, and<br />
enhance the well-being <strong>of</strong> individuals, families, social groups, organizations, and communities.<br />
Value: Integrity<br />
Ethical Principle: Social workers behave in a trustworthy manner.<br />
Social workers are continually aware <strong>of</strong> the pr<strong>of</strong>ession’s mission, values, ethical principles, and ethical<br />
standards and practice in a manner consistent with them. Social workers act honestly and responsibly<br />
and promote ethical practices on the part <strong>of</strong> the organizations with which they are affiliated.<br />
Value: Competence<br />
Ethical Principle: Social workers practice within their areas <strong>of</strong> competence and develop and enhance<br />
their pr<strong>of</strong>essional expertise.<br />
Social workers continually strive to increase their pr<strong>of</strong>essional knowledge and skills and to apply them<br />
in practice. Social workers should aspire to contribute to thE knowledge base <strong>of</strong> the pr<strong>of</strong>ession.<br />
Ethical Standards<br />
The following ethical standards are relevant to the pr<strong>of</strong>essional activities <strong>of</strong> all social workers. These<br />
standards concern (1) social workers’ ethical responsibilities to clients, (2) social workers’ ethical responsibility<br />
to colleagues, (3) social worker’s ethical responsibilities in practice settings, (4) social workers’ ethical<br />
responsibilities as pr<strong>of</strong>essionals, (5) social workers’ ethical responsibilities to the social work pr<strong>of</strong>essional, and<br />
(6) social workers’ ethical responsibilities to the broader society.<br />
Some <strong>of</strong> the standards that follow are en<strong>for</strong>ceable guidelines <strong>for</strong> pr<strong>of</strong>essional conduct, and some are<br />
aspirational. The extent to which each standard is en<strong>for</strong>ceable is a matter <strong>of</strong> pr<strong>of</strong>essional judgment to be<br />
exercised by those responsible <strong>for</strong> reviewing alleged violations <strong>of</strong> ethical standards.<br />
1. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS<br />
1.01 Commitment to Clients<br />
Social workers’ primary responsibility is to promote the well being <strong>of</strong> clients. In general, clients’<br />
interests are primary. However, social workers’ responsibility to the larger society or specific legal<br />
obligations may on limited occasions supersede the loyalty owed clients, and clients should<br />
be so advised. (Examples include when a social worker is required by law to report that a client has<br />
abused a child or has threatened to harm self or others.)<br />
1.02 Self Determination<br />
Social workers respect and promote the right <strong>of</strong> clients to self determination and assist clients in their<br />
ef<strong>for</strong>ts to identify and clarify their goals. Social workers may limit clients’ right to self determination<br />
when, in the social workers’ pr<strong>of</strong>essional judgment, clients’ actions or potential actions pose a serious,<br />
<strong>for</strong>eseeable, and imminent risk to themselves or others.<br />
29
1.03 In<strong>for</strong>med Consent<br />
(a) Social workers should provide services to clients only in the context <strong>of</strong> a pr<strong>of</strong>essional relationship<br />
based, when appropriate, on valid in<strong>for</strong>med consent. Social workers should use clear and<br />
understandable language to in<strong>for</strong>m clients <strong>of</strong> the purpose <strong>of</strong> the services, risks related to the services,<br />
limits to services because <strong>of</strong> the requirements <strong>of</strong> a third party payer, relevant costs, reasonable<br />
alternatives, clients’ right to refuse or withdraw consent, and the time frame covered by the consent.<br />
Social workers should provide clients with an opportunity to ask questions.<br />
(b) In instances when clients are not literate or have difficulty understanding the primary language used<br />
in the practice setting, social workers should take steps to ensure clients’ comprehension. This may<br />
include providing clients with a detailed verbal explanation or arranging <strong>for</strong> a qualified interpreter or<br />
translator whenever possible.<br />
(c) In instances when clients lack the capacity to provide in<strong>for</strong>med consent, social workers should<br />
protect clients’ interests by seeking permission from an appropriate third party, in<strong>for</strong>ming clients<br />
consistent with the clients’ level <strong>of</strong> understanding. In such instances social workers should seek to<br />
ensure that the third party acts in a manner consistent with clients’ wishes and interests. Social workers<br />
should take reasonable steps to enhance such clients’ ability to give in<strong>for</strong>med consent.<br />
(d) In instances when clients are receiving services involuntarily, social workers should provide<br />
in<strong>for</strong>mation about the nature and extent <strong>of</strong> services and about the extent <strong>of</strong> clients’ right to refuse<br />
service.<br />
(e) Social workers who provide services via electronic media (such as computer, telephone, radio, and<br />
television) should in<strong>for</strong>m recipients <strong>of</strong> the limitations and risks associated with such services.<br />
(f) Social workers should obtain clients’ in<strong>for</strong>med consent be<strong>for</strong>e audiotaping or videotaping clients or<br />
permitting observation <strong>of</strong> services to clients by a third party.<br />
1.04 Competence<br />
(a) Social workers should provide services and represent themselves as competent only within the<br />
boundaries <strong>of</strong> their education, training, license, certification, consultation received, supervised<br />
experience, or other relevant pr<strong>of</strong>essional experience.<br />
(b) Social workers should provide services in substantive areas or use intervention techniques or<br />
approaches that are new to them only after engaging in appropriate study, training, consultation, and<br />
supervision from people who are competent in those interventions or techniques.<br />
(c) When generally recognized standards do not exist with respect to an emerging area <strong>of</strong> practice,<br />
social workers should exercise careful judgment and take responsible steps (including appropriate<br />
education, research, training, consultation, and supervision) to ensure the competence <strong>of</strong> their<br />
work and to protect clients from harm.<br />
1.05 Cultural Competence and Social Diversity<br />
(a) Social workers should understand culture and its function in human behavior and society,<br />
recognizing the strengths that exist in all cultures.<br />
(b) Social workers should have a knowledge base <strong>of</strong> their clients’ cultures and be able to demonstrate<br />
competence in the provision <strong>of</strong> services that are sensitive to clients’ cultures and to differences among<br />
people and cultural groups.<br />
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(c) Social workers should obtain education about and seek to understand the nature <strong>of</strong> social diversity<br />
and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender<br />
identity or expression, age, marital status, political belief, religion, immigration status, and mental or<br />
physical disability.<br />
1.06 Conflicts <strong>of</strong> Interest<br />
(a) Social workers should be alert to and avoid conflicts <strong>of</strong> interest that interfere with the exercise <strong>of</strong><br />
pr<strong>of</strong>essional discretion and impartial judgment. Social workers should in<strong>for</strong>m clients when a real or<br />
potential conflict <strong>of</strong> interest arises and take reasonable steps to resolve the issue in a manner that<br />
makes the clients’ interests primary and protects clients’ interests to the greatest extent possible. In<br />
some cases, protecting clients’ interests may require termination <strong>of</strong> the pr<strong>of</strong>essional relationship with<br />
proper referral <strong>of</strong> the client.<br />
(b) Social workers should not take unfair advantage <strong>of</strong> any pr<strong>of</strong>essional relationship or exploit others to<br />
further their personal, religious, political, or business interests.<br />
(c) Social workers should not engage in dual or multiple relationships with clients or <strong>for</strong>mer clients in<br />
which there is a risk <strong>of</strong> exploitation or potential harm to the client. In instances when dual or multiple<br />
relationships are unavoidable, social workers should take steps to protect clients and are responsible<br />
<strong>for</strong> setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur<br />
when social workers relate to clients in more than one relationship, whether pr<strong>of</strong>essional, social, or<br />
business. Dual or multiple relationships can occur simultaneously or consecutively.)<br />
(d) When social workers provide services to two or more people who have a relationship with each<br />
other (<strong>for</strong> example, couples, family members), social workers should clarify with all parties which<br />
individuals will be considered clients and the nature <strong>of</strong> social workers’ pr<strong>of</strong>essional obligations to the<br />
various individuals who are receiving services. Social workers who anticipate a conflict <strong>of</strong> interest<br />
among the individuals receiving services or who anticipate having to per<strong>for</strong>m in potentially conflicting<br />
roles (<strong>for</strong> example, when a social worker is asked to testify in a child custody dispute or divorce<br />
proceedings involving clients) should clarify their role with the parties involved and take appropriate<br />
action to minimize any conflict <strong>of</strong> interest.<br />
1.07 Privacy and Confidentiality<br />
(a) Social workers should respect clients’ right to privacy. Social workers should not solicit private<br />
in<strong>for</strong>mation from clients unless it is essential to providing services or conducting social work evaluation<br />
or research. Once private in<strong>for</strong>mation is shared, standards <strong>of</strong> confidentiality apply.<br />
(b) Social workers may disclose confidential in<strong>for</strong>mation when appropriate with valid consent from a<br />
client or a person legally authorized to consent on behalf <strong>of</strong> a client.<br />
(c) Social workers should protect the confidentiality <strong>of</strong> all in<strong>for</strong>mation obtained in the course <strong>of</strong><br />
pr<strong>of</strong>essional service, except <strong>for</strong> compelling pr<strong>of</strong>essional reasons. The general expectation that social<br />
workers will keep in<strong>for</strong>mation confidential does not apply when disclosure is necessary to prevent<br />
serious, <strong>for</strong>eseeable, and imminent harm to a client or other identifiable person or when laws or<br />
regulations require disclosure without a client’s consent. In all instances, social workers should disclose<br />
the least amount <strong>of</strong> confidential in<strong>for</strong>mation necessary to achieve the desired purpose; only<br />
in<strong>for</strong>mation that is directly relevant to the purpose <strong>for</strong> which the disclosure is made should be revealed.<br />
31<br />
(d) Social workers should in<strong>for</strong>m clients, to the extent possible, about the disclosure <strong>of</strong> confidential<br />
in<strong>for</strong>mation and the potential consequences, when feasible be<strong>for</strong>e the disclosure is made. This applies
whether social workers disclose confidential in<strong>for</strong>mation on the basis <strong>of</strong> a legal requirement or client<br />
consent.<br />
(e) Social workers should discuss with clients and other interested parties the nature <strong>of</strong> confidentiality<br />
and limitations <strong>of</strong> clients’ right to confidentiality. Social workers should review with clients’<br />
circumstances where confidential in<strong>for</strong>mation may be requested and where disclosure <strong>of</strong> confidential<br />
in<strong>for</strong>mation may be legally required. This discussion should occur as soon as possible in the social<br />
worker-client relationship and as needed throughout the course <strong>of</strong> the relationship.<br />
(f) When social workers provide counseling services to families, couples, or groups, social workers<br />
should seek agreement among the parties involved concerning each individual’s right to confidentiality<br />
and obligation to preserve the confidentiality <strong>of</strong> in<strong>for</strong>mation shared by others. Social workers should<br />
in<strong>for</strong>m participants in family, couples, or group counseling that social workers cannot guarantee that all<br />
participants will honor such agreements.<br />
(g) Social workers should in<strong>for</strong>m clients involved in family, couples, marital, or group counseling <strong>of</strong> the<br />
social worker’s, employer’s, and agency’s policy concerning the social worker’s disclosure <strong>of</strong><br />
confidential in<strong>for</strong>mation among the parties involved in the counseling.<br />
(h) Social workers should not disclose confidential in<strong>for</strong>mation to third party payers unless clients have<br />
authorized such disclosure.<br />
(i) Social workers should not discuss confidential in<strong>for</strong>mation in any setting unless privacy can be<br />
ensured. Social workers should not discuss confidential in<strong>for</strong>mation in public or semipublic areas such \<br />
as hallways, waiting rooms, elevators, and restaurants.<br />
(j) Social workers should protect the confidentiality <strong>of</strong> clients during legal proceedings to the extent<br />
permitted by law. When a court <strong>of</strong> law or other legally authorized body orders social workers to<br />
disclose confidential or privileged in<strong>for</strong>mation without a client’s consent and such disclosure could<br />
cause harm to the client, social workers should request that the court withdraw the order or limit the<br />
order as narrowly as possible or maintain the records under seal, unavailable <strong>for</strong> public inspection.<br />
(k) Social workers should protect the confidentiality <strong>of</strong> clients when responding to requests from<br />
members <strong>of</strong> the media.<br />
(l) Social workers should protect the confidentiality <strong>of</strong> clients’ written and electronic records and other<br />
sensitive in<strong>for</strong>mation. Social workers should take reasonable steps to ensure that clients’ records are<br />
stored in a secure location and that clients’ records are not available to others who are not authorized<br />
to have access.<br />
(m) Social workers should take precautions to ensure and maintain the confidentiality <strong>of</strong> in<strong>for</strong>mation<br />
transmitted to other parties through the use <strong>of</strong> computers, electronic mail, facsimile machines,<br />
telephones and telephone answering machines, and other electronic or computer technology.<br />
Disclosure <strong>of</strong> identifying in<strong>for</strong>mation should be avoided whenever possible.<br />
(n) Social workers should transfer or dispose <strong>of</strong> clients’ records in a manner that protects clients’<br />
confidentiality and is consistent with state statutes governing records and social work licensure.<br />
(o) Social workers should take reasonable precautions to protect client confidentiality in the event <strong>of</strong><br />
the social worker’s termination <strong>of</strong> practice, incapacitation, or death.<br />
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(p) Social workers should not disclose identifying in<strong>for</strong>mation when discussing clients <strong>for</strong> teaching or<br />
training purposes unless the client has consented to disclosure <strong>of</strong> confidential in<strong>for</strong>mation.<br />
(q) Social workers should not disclose identifying in<strong>for</strong>mation when discussing clients with consultants<br />
unless the client has consented to disclosure <strong>of</strong> confidential in<strong>for</strong>mation or there is a compelling need<br />
<strong>for</strong> such disclosure.<br />
(r) Social workers should protect the confidentiality <strong>of</strong> deceased clients consistent with the preceding<br />
standards.<br />
1.08 Access to Records<br />
(a) Social workers should provide clients with reasonable access to records concerning the clients.<br />
Social workers who are concerned that clients’ access to their records could cause serious<br />
misunderstanding or harm to the client should provide assistance in interpreting the records and<br />
consultation with the client regarding the records. Social workers should limit clients’ access to their<br />
records, or portions <strong>of</strong> their records, only in exceptional circumstances when there is compelling<br />
evidence that such access would cause serious harm to the client. Both clients’ requests and the<br />
rationale <strong>for</strong> withholding some or all <strong>of</strong> the record should be documented in clients’ files.<br />
(b) When providing clients with access to their records, social workers should take steps to protect the<br />
confidentiality <strong>of</strong> other individuals identified or discussed in such records.<br />
1.09 Sexual Relationships<br />
(a) Social workers should under no circumstances engage in sexual activities or sexual contact with<br />
current clients, whether such contact is consensual or <strong>for</strong>ced.<br />
(b) Social workers should not engage in sexual activities or sexual contact with clients’ relatives or other<br />
individuals with whom clients maintain a close personal relationship when there is a risk <strong>of</strong> exploitation<br />
or potential harm to the client. Sexual activity or sexual contact with clients’ relatives or other<br />
individuals with whom clients maintain a personal relationship has the potential to be harmful to the<br />
client and may make it difficult <strong>for</strong> the social worker and client to maintain appropriate pr<strong>of</strong>essional<br />
boundaries. Social workers—not their clients, their clients’ relatives, or other individuals with whom<br />
the client maintains a personal relationship—assume the full burden <strong>for</strong> setting clear, appropriate, and<br />
culturally sensitive boundaries.<br />
(c) Social workers should not engage in sexual activities or sexual contact with <strong>for</strong>mer clients because<br />
<strong>of</strong> the potential <strong>for</strong> harm to the client. If social workers engage in conduct contrary to this prohibition<br />
or claim that an exception to this prohibition is warranted because <strong>of</strong> extraordinary circumstances, it is<br />
social workers-not their clients-who assume the full burden <strong>of</strong> demonstrating that the <strong>for</strong>mer client has<br />
not been exploited, coerced, or manipulated, intentionally or unintentionally.<br />
(d) Social workers should not provide clinical services to individuals with whom they have had a prior<br />
sexual relationship. Providing clinical services to a <strong>for</strong>mer sexual partner has the potential to be harmful<br />
to the individual and is likely to make it difficult <strong>for</strong> the social worker and individual to maintain<br />
appropriate pr<strong>of</strong>essional boundaries.<br />
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1.10 Physical Contact<br />
Social workers should not engage in physical contact with clients when there is a possibility <strong>of</strong><br />
psychological harm to the client as a result <strong>of</strong> the contact (such as cradling or caressing clients). Social<br />
workers who engage in appropriate physical contact with clients are responsible <strong>for</strong> setting clear,
appropriate, and culturally sensitive boundaries that govern such physical contact.<br />
1.11 Sexual Harassment<br />
Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual<br />
solicitation, requests <strong>for</strong> sexual favors, and other verbal or physical conduct <strong>of</strong> a sexual nature.<br />
1.12 Derogatory Language<br />
Social workers should not use derogatory language in their written or verbal communications to or<br />
about clients. Social workers should use accurate and respectful language in all communications to and<br />
about clients.<br />
1.13 Payment <strong>for</strong> Services<br />
(a) When setting fees, social workers should ensure that the fees are fair, reasonable, and<br />
commensurate with the services per<strong>for</strong>med. Consideration should be given to clients’ ability to pay.<br />
(b) Social workers should avoid accepting goods or services from clients as payment <strong>for</strong> pr<strong>of</strong>essional<br />
services. Bartering arrangements, particularly involving services, create the potential <strong>for</strong> conflicts <strong>of</strong><br />
interest, exploitation, and inappropriate boundaries in social workers’ relationships with clients. Social<br />
workers should explore and may participate in bartering only in very limited circumstances when it can<br />
be demonstrated that such arrangements are an accepted practice among pr<strong>of</strong>essionals in the local<br />
community, considered to be essential <strong>for</strong> the provision <strong>of</strong> services, negotiated without coercion, and<br />
entered into at the client’s initiative and with the client’s in<strong>for</strong>med consent. Social workers who accept<br />
goods or services from clients as payment <strong>for</strong> pr<strong>of</strong>essional services assume the full burden <strong>of</strong><br />
demonstrating that this arrangement will not be detrimental to the client or the pr<strong>of</strong>essional<br />
relationship.<br />
(c) Social workers should not solicit a private fee or other remuneration <strong>for</strong> providing services to clients<br />
who are entitled to such available services through the social workers’ employer or agency.<br />
1.14 Clients Who Lack Decision Making Capacity<br />
When social workers act on behalf <strong>of</strong> clients who lack the capacity to make in<strong>for</strong>med decisions, social<br />
workers should take reasonable steps to safeguard the interests and rights <strong>of</strong> those clients.<br />
1.15 Interruption <strong>of</strong> Services<br />
Social workers should make reasonable ef<strong>for</strong>ts to ensure continuity <strong>of</strong> services in the event that<br />
services are interrupted by factors such as unavailability, relocation, illness, disability, or death.<br />
1.16 Termination <strong>of</strong> Services<br />
(a) Social workers should terminate services to clients and pr<strong>of</strong>essional relationships with them when<br />
such services and relationships are no longer required or no longer serve the clients’ needs or interests.<br />
(b) Social workers should take reasonable steps to avoid abandoning clients who are still in need <strong>of</strong><br />
services. Social workers should withdraw services precipitously only under unusual circumstances,<br />
giving careful consideration to all factors in the situation and taking care to minimize possible adverse<br />
effects. Social workers should assist in making appropriate arrangements <strong>for</strong> continuation <strong>of</strong> services<br />
when necessary.<br />
(c) Social workers in fee <strong>for</strong> service settings may terminate services to clients who are not paying an<br />
overdue balance if the financial contractual arrangements have been made clear to the client, if the<br />
client does not pose an imminent danger to self or others, and if the clinical and other consequences <strong>of</strong><br />
34
the current nonpayment have been addressed and discussed with the client.<br />
(d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with<br />
a client.<br />
(e) Social workers who anticipate the termination or interruption <strong>of</strong> services to clients should notify<br />
clients promptly and seek the transfer, referral, or continuation <strong>of</strong> services in relation to the clients’<br />
needs and preferences.<br />
(f) Social workers who are leaving an employment setting should in<strong>for</strong>m clients <strong>of</strong> appropriate options<br />
<strong>for</strong> the continuation <strong>of</strong> services and <strong>of</strong> the benefits and risks <strong>of</strong> the options.<br />
2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES<br />
2.01 Respect<br />
(a) Social workers should treat colleagues with respect and should represent accurately and fairly the<br />
qualifications, views, and obligations <strong>of</strong> colleagues.<br />
(b) Social workers should avoid unwarranted negative criticism <strong>of</strong> colleagues in communications with<br />
clients or with other pr<strong>of</strong>essionals. Unwarranted negative criticism may include demeaning comments<br />
that refer to colleagues’ level <strong>of</strong> competence or to individuals’ attributes such as race, ethnicity,<br />
national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political<br />
belief, religion, immigration status, and mental or physical disability.<br />
(c) Social workers should cooperate with social work colleagues and with colleagues <strong>of</strong> other<br />
pr<strong>of</strong>essions when such cooperation serves the well being <strong>of</strong> clients.<br />
2.02 Confidentiality<br />
Social workers should respect confidential in<strong>for</strong>mation shared by colleagues in the course <strong>of</strong> their<br />
pr<strong>of</strong>essional relationships and transactions. Social workers should ensure that such colleagues<br />
understand social workers’ obligation to respect confidentiality and any exceptions related to it.<br />
2.03 Interdisciplinary Collaboration<br />
a) Social workers who are members <strong>of</strong> an interdisciplinary team should participate in and contribute to<br />
decisions that affect the well being <strong>of</strong> clients by drawing on the perspectives, values, and experiences<br />
<strong>of</strong> the social work pr<strong>of</strong>ession. Pr<strong>of</strong>essional and ethical obligations <strong>of</strong> the interdisciplinary team<br />
as a whole and <strong>of</strong> its individual members should be clearly established.<br />
(b) Social workers <strong>for</strong> whom a team decision raises ethical concerns should attempt to resolve the<br />
disagreement through appropriate channels. If the disagreement cannot be resolved, social workers<br />
should pursue other avenues to address their concerns consistent with client well being.<br />
2.04 Disputes Involving Colleagues<br />
(a) Social workers should not take advantage <strong>of</strong> a dispute between a colleague and an employer to<br />
obtain a position or otherwise advance the social workers’ own interests.<br />
(b) Social workers should not exploit clients in disputes with colleagues or engage clients in any<br />
inappropriate discussion <strong>of</strong> conflicts between social workers and their colleagues.<br />
35
2.05 Consultation<br />
(a) Social workers should seek the advice and counsel <strong>of</strong> colleagues whenever such consultation is in<br />
the best interests <strong>of</strong> clients.<br />
(b) Social workers should keep themselves in<strong>for</strong>med about colleagues’ areas <strong>of</strong> expertise and<br />
competencies. Social workers should seek consultation only from colleagues who have demonstrated<br />
knowledge, expertise, and competence related to the subject <strong>of</strong> the consultation.<br />
(c) When consulting with colleagues about clients, social workers should disclose the least amount <strong>of</strong><br />
in<strong>for</strong>mation necessary to achieve the purposes <strong>of</strong> the consultation.<br />
2.06 Referral <strong>for</strong> Services<br />
(a) Social workers should refer clients to other pr<strong>of</strong>essionals when the other pr<strong>of</strong>essionals’ specialized<br />
knowledge or expertise is needed to serve clients fully or when social workers believe that they are not<br />
being effective or making reasonable progress with clients and that additional service is required.<br />
(b) Social workers who refer clients to other pr<strong>of</strong>essionals should take appropriate steps to facilitate an<br />
orderly transfer <strong>of</strong> responsibility. Social workers who refer clients to other pr<strong>of</strong>essionals should disclose,<br />
with clients’ consent, all pertinent in<strong>for</strong>mation to the new service providers.<br />
(c) Social workers are prohibited from giving or receiving payment <strong>for</strong> a referral when no pr<strong>of</strong>essional<br />
service is provided by the referring social worker.<br />
2.07 Sexual Relationships<br />
(a) Social workers who function as supervisors or educators should not engage in sexual activities or<br />
contact with supervisees, students, trainees, or other colleagues over whom they exercise pr<strong>of</strong>essional<br />
authority.<br />
(b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential<br />
<strong>for</strong> a conflict <strong>of</strong> interest. Social workers who become involved in, or anticipate becoming involved in, a<br />
sexual relationship with a colleague have a duty to transfer pr<strong>of</strong>essional responsibilities, when<br />
necessary, to avoid a conflict <strong>of</strong> interest.<br />
2.08 Sexual Harassment<br />
Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual<br />
harassment includes sexual advances, sexual solicitation, requests <strong>for</strong> sexual favors, and other verbal or<br />
physical conduct <strong>of</strong> a sexual nature.<br />
2.09 Impairment <strong>of</strong> Colleagues<br />
(a) Social workers who have direct knowledge <strong>of</strong> a social work colleague’s impairment that is due<br />
to personal problems, psychosocial distress, substance abuse, or mental health difficulties and that<br />
interferes with practice effectiveness should consult with that colleague when feasible and assist the<br />
colleague in taking remedial action.<br />
(b) Social workers who believe that a social work colleague’s impairment interferes with practice<br />
effectiveness and that the colleague has not taken adequate steps to address the impairment should<br />
take action through appropriate channels established by employers, agencies, NASW, licensing and<br />
regulatory bodies, and other pr<strong>of</strong>essional organizations.<br />
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2.10 Incompetence <strong>of</strong> Colleagues<br />
(a) Social workers who have direct knowledge <strong>of</strong> a social work colleague’s incompetence should consult<br />
with that colleague when feasible and assist the colleague in taking remedial action.<br />
(b) Social workers who believe that a social work colleague is incompetent and has not taken adequate<br />
steps to address the incompetence should take action through appropriate channels established by<br />
employers, agencies, NASW, licensing and regulatory bodies, and other pr<strong>of</strong>essional organizations.<br />
2.11 Unethical Conduct <strong>of</strong> Colleagues<br />
(a) Social workers should take adequate measures to discourage, prevent, expose, and correct the<br />
unethical conduct <strong>of</strong> colleagues.<br />
(b) Social workers should be knowledgeable about established policies and procedures <strong>for</strong> handling<br />
concerns about colleagues’ unethical behavior. Social workers should be familiar with national, state,<br />
and local procedures <strong>for</strong> handling ethics complaints. These include policies and procedures created by<br />
NASW, licensing and regulatory bodies, employers, agencies, and other pr<strong>of</strong>essional organizations.<br />
(c) Social workers who believe that a colleague has acted unethically should seek resolution by<br />
discussing their concerns with the colleague when feasible and when such discussion is likely to be<br />
productive.<br />
(d) When necessary, social workers who believe that a colleague has acted unethically should take<br />
action through appropriate <strong>for</strong>mal channels (such as contacting a state licensing board or regulatory<br />
body, an NASW committee on inquiry, or other pr<strong>of</strong>essional ethics committees).<br />
(e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct.<br />
3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS<br />
3.01 Supervision and Consultation<br />
(a) Social workers who provide supervision or consultation should have the necessary knowledge and<br />
skill to supervise or consult appropriately and should do so only within their areas <strong>of</strong> knowledge and<br />
competence.<br />
(b) Social workers who provide supervision or consultation are responsible <strong>for</strong> setting clear,<br />
appropriate, and culturally sensitive boundaries.<br />
(c) Social workers should not engage in any dual or multiple relationships with supervisees in which<br />
there is a risk <strong>of</strong> exploitation <strong>of</strong> or potential harm to the supervisee.<br />
(d) Social workers who provide supervision should evaluate supervisees’ per<strong>for</strong>mance in a manner that<br />
is fair and respectful.<br />
3.02 Education and Training<br />
(a) Social workers who function as educators, <strong>Field</strong> Instructors <strong>for</strong> students, or trainers should provide<br />
instruction only within their areas <strong>of</strong> knowledge and competence and should provide instruction based<br />
on the most current in<strong>for</strong>mation and knowledge available in the pr<strong>of</strong>ession.<br />
37<br />
(b) Social workers who function as educators or <strong>Field</strong> Instructors <strong>for</strong> students should evaluate students’<br />
per<strong>for</strong>mance in a manner that is fair and respectful.
(c) Social workers who function as educators or <strong>Field</strong> Instructors <strong>for</strong> students should take reasonable<br />
steps to ensure that clients are routinely in<strong>for</strong>med when services are being provided by students.<br />
(d) Social workers who function as educators or <strong>Field</strong> Instructors <strong>for</strong> students should not engage in any<br />
dual or multiple relationships with students in which there is a risk <strong>of</strong> exploitation or potential harm to<br />
the student. Social work educators and <strong>Field</strong> Instructors are responsible <strong>for</strong> setting clear, appropriate,<br />
and culturally sensitive boundaries.<br />
3.03 Per<strong>for</strong>mance Evaluation<br />
Social workers who have responsibility <strong>for</strong> evaluating the per<strong>for</strong>mance <strong>of</strong> others should fulfill such<br />
responsibility in a fair and considerate manner and on the basis <strong>of</strong> clearly stated criteria.<br />
3.04 Client Records<br />
(a) Social workers should take reasonable steps to ensure that documentation in records is accurate and<br />
reflects the services provided.<br />
(b) Social workers should include sufficient and timely documentation in records to facilitate the<br />
delivery <strong>of</strong> services and to ensure continuity <strong>of</strong> services provided to clients in the future.<br />
(c) Social workers’ documentation should protect clients’ privacy to the extent that is possible and<br />
appropriate and should include only in<strong>for</strong>mation that is directly relevant to the delivery <strong>of</strong> services.<br />
(d) Social workers should store records following the termination <strong>of</strong> services to ensure reasonable<br />
future access. Records should be maintained <strong>for</strong> the number <strong>of</strong> years required by state statutes or<br />
relevant contracts.<br />
3.05 Billing<br />
Social workers should establish and maintain billing practices that accurately reflect the nature and<br />
extent <strong>of</strong> services provided and that identify who provided the service in the practice setting.<br />
3.06 Client Transfer<br />
(a) When an individual who is receiving services from another agency or colleague contacts a social<br />
worker <strong>for</strong> services, the social worker should carefully consider the client’s needs be<strong>for</strong>e agreeing<br />
to provide services. To minimize possible confusion and conflict, social workers should discuss with<br />
potential clients the nature <strong>of</strong> the clients’ current relationship with other service providers and the<br />
implications, including possible benefits or risks, <strong>of</strong> entering into a relationship with a new service<br />
provider.<br />
(b) If a new client has been served by another agency or colleague, social workers should discuss with<br />
the client whether consultation with the previous service provider is in the client’s best interest.<br />
3.07 Administration<br />
(a) Social work administrators should advocate within and outside their agencies <strong>for</strong> adequate<br />
resources to meet clients’ needs.<br />
(b) Social workers should advocate <strong>for</strong> resource allocation procedures that are open and fair. When not<br />
all clients’ needs can be met, an allocation procedure should be developed that is nondiscriminatory<br />
and based on appropriate and consistently applied principles.<br />
(c) Social workers who are administrators should take reasonable steps to ensure that adequate agency<br />
38
or organizational resources are available to provide appropriate staff supervision.<br />
(d) Social work administrators should take reasonable steps to ensure that the working environment<br />
<strong>for</strong> which they are responsible is consistent with and encourages compliance with the NASW Code <strong>of</strong><br />
Ethics. Social work administrators should take reasonable steps to eliminate any conditions in their<br />
organizations that violate, interfere with, or discourage compliance with the Code.<br />
3.08 Continuing Education and Staff Development<br />
Social work administrators and supervisors should take reasonable steps to provide or arrange <strong>for</strong><br />
continuing education and staff development <strong>for</strong> all staff <strong>for</strong> whom they are responsible. Continuing<br />
education and staff development should address current knowledge and emerging developments<br />
related to social work practice and ethics.<br />
3.09 Commitments to Employers<br />
(a) Social workers generally should adhere to commitments made to employers and employing<br />
organizations.<br />
(b) Social workers should work to improve employing agencies’ policies and procedures and the<br />
efficiency and effectiveness <strong>of</strong> their services.<br />
(c) Social workers should take reasonable steps to ensure that employers are aware <strong>of</strong> social workers’<br />
ethical obligations as set <strong>for</strong>th in the NASW Code <strong>of</strong> Ethics and <strong>of</strong> the implications <strong>of</strong> those obligations<br />
<strong>for</strong> social work practice.<br />
(d) Social workers should not allow an employing organization’s policies, procedures, regulations, or<br />
administrative orders to interfere with their ethical practice <strong>of</strong> social work. Social workers should take<br />
reasonable steps to ensure that their employing organizations’ practices are consistent with the NASW<br />
Code <strong>of</strong> Ethics.<br />
(e) Social workers should act to prevent and eliminate discrimination in the employing organization’s<br />
work assignments and in its employment policies and practices.<br />
(f) Social workers should accept employment or arrange student field placements only in organizations<br />
that exercise fair personnel practices.<br />
(g) Social workers should be diligent stewards <strong>of</strong> the resources <strong>of</strong> their employing organizations, wisely<br />
conserving funds where appropriate and never misappropriating funds or using them <strong>for</strong> unintended<br />
purposes.<br />
3.10 Labor-Management Disputes<br />
(a) Social workers may engage in organized action, including the <strong>for</strong>mation <strong>of</strong> and participation in labor<br />
unions, to improve services to clients and working conditions.<br />
(b) The actions <strong>of</strong> social workers who are involved in labor-management disputes, job actions, or labor<br />
strikes should be guided by the pr<strong>of</strong>ession’s values, ethical principles, and ethical standards. Reasonable<br />
differences <strong>of</strong> opinion exist among social workers concerning their primary obligation as pr<strong>of</strong>essionals<br />
during an actual or threatened labor strike or job action. Social workers should carefully examine<br />
relevant issues and their possible impact on clients be<strong>for</strong>e deciding on a course <strong>of</strong> action.<br />
39
4. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS<br />
4.01 Competence<br />
(a) Social workers should accept responsibility or employment only on the basis <strong>of</strong> existing competence<br />
or the intention to acquire the necessary competence.<br />
(b) Social workers should strive to become and remain pr<strong>of</strong>icient in pr<strong>of</strong>essional practice and the<br />
per<strong>for</strong>mance <strong>of</strong> pr<strong>of</strong>essional functions. Social workers should critically examine and keep current with<br />
emerging knowledge relevant to social work. Social workers should routinely review the pr<strong>of</strong>essional<br />
literature and participate in continuing education relevant to social work practice and social work<br />
ethics.<br />
(c) Social workers should base practice on recognized knowledge, including empirically based.<br />
4.02 Discrimination<br />
Social workers should not practice, condone, facilitate, or collaborate with any <strong>for</strong>m <strong>of</strong> discrimination<br />
on the basis <strong>of</strong> race, ethnicity, national origin, color, sex, sexual orientation, gender identity or<br />
expression, age, marital status, political belief, religion, immigration status, or mental or physical<br />
disability.<br />
4.03 Private Conduct<br />
Social workers should not permit their private conduct to interfere with their ability to fulfill their<br />
pr<strong>of</strong>essional responsibilities.<br />
4.04 Dishonesty, Fraud, and Deception<br />
Social workers should not participate in, condone, or be associated with dishonesty, fraud, or<br />
deception.<br />
4.05 Impairment<br />
(a) Social workers should not allow their own personal problems, psychosocial distress, legal problems,<br />
substance abuse, or mental health difficulties to interfere with their pr<strong>of</strong>essional judgment and<br />
per<strong>for</strong>mance or to jeopardize the best interests <strong>of</strong> people <strong>for</strong> whom they have a pr<strong>of</strong>essional<br />
responsibility.<br />
(b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse,<br />
or mental health difficulties interfere with their pr<strong>of</strong>essional judgment and per<strong>for</strong>mance should<br />
immediately seek consultation and take appropriate remedial action by seeking pr<strong>of</strong>essional help,<br />
making adjustments in workload, terminating practice, or taking any other steps necessary to protect<br />
clients and others.<br />
4.06 Misrepresentation<br />
(a) Social workers should make clear distinctions between statements made and actions engaged in as<br />
a private individual and as a representative <strong>of</strong> the social work pr<strong>of</strong>ession, a pr<strong>of</strong>essional social work<br />
organization, or the social worker’s employing agency.<br />
(b) Social workers who speak on behalf <strong>of</strong> pr<strong>of</strong>essional social work organizations should accurately<br />
represent the <strong>of</strong>ficial and authorized positions <strong>of</strong> the organizations.<br />
(c) Social workers should ensure that their representations to clients, agencies, and the public <strong>of</strong><br />
pr<strong>of</strong>essional qualifications, credentials, education, competence, affiliations, services provided, or<br />
40
esults to be achieved are accurate. Social workers should claim only those relevant pr<strong>of</strong>essional<br />
credentials they actually possess and take steps to correct any inaccuracies or misrepresentations <strong>of</strong><br />
their credentials by others.<br />
4.07 Solicitations<br />
(a) Social workers should not engage in uninvited solicitation <strong>of</strong> potential clients who, because <strong>of</strong> their<br />
circumstances, are vulnerable to undue influence, manipulation, or coercion.<br />
(b) Social workers should not engage in solicitation <strong>of</strong> testimonial endorsements (including solicitation<br />
<strong>of</strong> consent to use a client’s prior statement as a testimonial endorsement) from current clients or from<br />
other people who, because <strong>of</strong> their particular circumstances, are vulnerable to undue influence.<br />
4.08 Acknowledging Credit<br />
(a) Social workers should take responsibility and credit, including authorship credit, only <strong>for</strong> work they<br />
have actually per<strong>for</strong>med and to which they have contributed.<br />
(b) Social workers should honestly acknowledge the work <strong>of</strong> and the contributions made by others.<br />
5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION<br />
5.01 Integrity <strong>of</strong> the Pr<strong>of</strong>ession<br />
(a) Social workers should work toward the maintenance and promotion <strong>of</strong> high standards <strong>of</strong> practice.<br />
(b) Social workers should uphold and advance the values, ethics, knowledge, and mission <strong>of</strong> the<br />
pr<strong>of</strong>ession. Social workers should protect, enhance, and improve the integrity <strong>of</strong> the pr<strong>of</strong>ession through<br />
appropriate study and research, active discussion, and responsible criticism <strong>of</strong> the pr<strong>of</strong>ession.<br />
(c) Social workers should contribute time and pr<strong>of</strong>essional expertise to activities that promote respect<br />
<strong>for</strong> the value, integrity, and competence <strong>of</strong> the social work pr<strong>of</strong>ession. These activities may include<br />
teaching, research, consultation, service, legislative testimony, presentations in the community, and<br />
participation in their pr<strong>of</strong>essional organizations.<br />
(d) Social workers should contribute to the knowledge base <strong>of</strong> social work and share with colleagues<br />
their knowledge related to practice, research, and ethics. Social workers should seek to contribute to<br />
the pr<strong>of</strong>ession’s literature and to share their knowledge at pr<strong>of</strong>essional meetings and conferences.<br />
(e) Social workers should act to prevent the unauthorized and unqualified practice <strong>of</strong> social work.<br />
5.02 Evaluation and Research<br />
(a) Social workers should monitor and evaluate policies, the implementation <strong>of</strong> programs, and practice<br />
interventions.<br />
(b) Social workers should promote and facilitate evaluation and research to contribute to the<br />
development <strong>of</strong> knowledge.<br />
(c) Social workers should critically examine and keep current with emerging knowledge relevant to<br />
social work and fully use evaluation and research evidence in their pr<strong>of</strong>essional practice.<br />
41<br />
(d) Social workers engaged in evaluation or research should carefully consider possible consequences<br />
and should follow guidelines developed <strong>for</strong> the protection <strong>of</strong> evaluation and research participants.
Appropriate institutional review boards should be consulted.<br />
(e) Social workers engaged in evaluation or research should obtain voluntary and written in<strong>for</strong>med<br />
consent from participants, when appropriate, without any implied or actual deprivation or penalty <strong>for</strong><br />
refusal to participate; without undue inducement to participate; and with due regard <strong>for</strong> participants’<br />
well being, privacy, and dignity. In<strong>for</strong>med consent should include in<strong>for</strong>mation about the nature, extent,<br />
and duration <strong>of</strong> the participation requested and disclosure <strong>of</strong> the risks and benefits <strong>of</strong> participation in<br />
the research.<br />
(f) When evaluation or research participants are incapable <strong>of</strong> giving in<strong>for</strong>med consent, social workers<br />
should provide an appropriate explanation to the participants, obtain the participants’ assent to the<br />
extent they are able, and obtain written consent from an appropriate proxy.<br />
(g) Social workers should never design or conduct evaluation or research that does not use consent<br />
procedures, such as certain <strong>for</strong>ms <strong>of</strong> naturalistic observation and archival research, unless rigorous<br />
and responsible review <strong>of</strong> the research has found it to be justified because <strong>of</strong> its prospective scientific,<br />
educational, or applied value and unless equally effective alternative procedures that do not involve<br />
waiver <strong>of</strong> consent are not feasible.<br />
(h) Social workers should in<strong>for</strong>m participants <strong>of</strong> their right to withdraw from evaluation and research at<br />
any time without penalty.<br />
(i) Social workers should take appropriate steps to ensure that participants in evaluation and research<br />
have access to appropriate supportive services.<br />
(j) Social workers engaged in evaluation or research should protect participants from unwarranted<br />
physical or mental distress, harm, danger, or deprivation.<br />
(k) Social workers engaged in the evaluation <strong>of</strong> services should discuss collected in<strong>for</strong>mation only <strong>for</strong><br />
pr<strong>of</strong>essional purposes and only with people pr<strong>of</strong>essionally concerned with this in<strong>for</strong>mation.<br />
(l) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality <strong>of</strong><br />
participants and <strong>of</strong> the data obtained from them. Social workers should in<strong>for</strong>m participants <strong>of</strong> any limits<br />
<strong>of</strong> confidentiality, the measures that will be taken to ensure confidentiality, and when any records<br />
containing research data will be destroyed.<br />
(m) Social workers who report evaluation and research results should protect participants’<br />
confidentiality by omitting identifying in<strong>for</strong>mation unless proper consent has been obtained authorizing<br />
disclosure.<br />
(n) Social workers should report evaluation and research findings accurately. They should not fabricate<br />
or falsify results and should take steps to correct any errors later found in published data using standard<br />
publication methods.<br />
(o) Social workers engaged in evaluation or research should be alert to and avoid conflicts <strong>of</strong> interest<br />
and dual relationships with participants, should in<strong>for</strong>m participants when a real or potential conflict <strong>of</strong><br />
interest arises, and should take steps to resolve the issue in a manner that makes participants’ interests<br />
primary.<br />
(p) Social workers should educate themselves, their students, and their colleagues about responsible<br />
42
esearch practices.<br />
6. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY<br />
6.01 Social Welfare<br />
Social workers should promote the general welfare <strong>of</strong> society, from local to global levels, and the<br />
development <strong>of</strong> people, their communities, and their environments. Social workers should advocate<br />
<strong>for</strong> living conditions conducive to the fulfillment <strong>of</strong> basic human needs and should promote social,<br />
economic, political, and cultural values and institutions that are compatible with the realization <strong>of</strong><br />
social justice.<br />
6.02 Public Participation<br />
Social workers should facilitate in<strong>for</strong>med participation by the public in shaping social policies and<br />
institutions.<br />
6.03 Public Emergencies<br />
Social workers should provide appropriate pr<strong>of</strong>essional services in public emergencies to the greatest<br />
extent possible.<br />
6.04 Social and Political Action<br />
(a) Social workers should engage in social and political action that seeks to ensure that all people have<br />
equal access to the resources, employment, services, and opportunities they require to meet their<br />
basic human needs and to develop fully. Social workers should be aware <strong>of</strong> the impact <strong>of</strong> the political<br />
arena on practice and should advocate <strong>for</strong> changes in policy and legislation to improve social conditions<br />
in order to meet basic human needs and promote social justice.<br />
(b) Social workers should act to expand choice and opportunity <strong>for</strong> all people, with special regard <strong>for</strong><br />
vulnerable, disadvantaged, oppressed, and exploited people and groups.<br />
(c) Social workers should promote conditions that encourage respect <strong>for</strong> cultural and social diversity<br />
within the United States and globally. Social workers should promote policies and practices that<br />
demonstrate respect <strong>for</strong> difference, support the expansion <strong>of</strong> cultural knowledge and resources,<br />
advocate <strong>for</strong> programs and institutions that demonstrate cultural competence, and promote policies<br />
that safeguard the rights <strong>of</strong> and confirm equity and social justice <strong>for</strong> all people.<br />
(d) Social workers should act to prevent and eliminate domination <strong>of</strong>, exploitation <strong>of</strong>, and discrimination<br />
against any person, group, or class on the basis <strong>of</strong> race, ethnicity, national origin, color, sex, sexual<br />
orientation, gender identity or expression, age, marital status, political belief, religion, immigration<br />
status, or mental or physical disability.<br />
43
STATEMENT ON NONDISCRIMINATION<br />
The <strong>University</strong> <strong>of</strong> <strong>Maryland</strong>, Baltimore is accredited by the Middle States Association <strong>of</strong> Colleges and <strong>School</strong>s.<br />
The <strong>University</strong> <strong>of</strong> <strong>Maryland</strong>, Baltimore is an equal opportunity institution with respect to both education and<br />
employment. In educational programs, UMB does not discriminate on the basis <strong>of</strong> race, color, religion, age,<br />
ancestry or national origin, gender, sexual orientation, physical or mental disability, marital status, or veteran<br />
status. Exceptions are made as allowed by law, <strong>for</strong> example, due to bona fide occupational qualifications or lack<br />
<strong>of</strong> accommodations <strong>for</strong> disabilities that fundamentally alter the nature <strong>of</strong> an academic program.<br />
44
UNIVERSITY OF MARYLAND SCHOOL OF SOCIAL WORK<br />
ADA DISCLOSURES AND ACCOMMODATION REQUESTS<br />
If you would like to request classroom accommodations <strong>for</strong> a disability, please immediately contact the UMB<br />
Disabilities Services Office, at 410-706-7767, <strong>for</strong> additional in<strong>for</strong>mation. That <strong>of</strong>fice will explain the ADA<br />
process and the required documentation. It is important that you follow through with this process if you<br />
believe you are eligible <strong>for</strong> accommodations; accommodations may not be made retroactively.<br />
For detailed in<strong>for</strong>mation pertaining to ADA Affairs (policies and procedures), students can access the Student<br />
Handbook on the SSW web-site and access the Appendices Link and then click onto the documents titled<br />
Policy & Procedures <strong>for</strong> Students with Disabilities and UMB Guidelines <strong>for</strong> Documenting a Disability.<br />
45
SEXUAL HARASSMENT<br />
UMB adapted the sexual harassment regulation promulgated by the United States Equal Employment<br />
Opportunity Commission (29 C. F. R. 1604).<br />
Unwelcome sexual advances, unwelcome requests <strong>for</strong> sexual favors, and other behavior <strong>of</strong> a<br />
sexual nature constitute sexual harassment when:<br />
A. Submission to such conduct is made either explicitly or implicitly a term or condition <strong>of</strong> an<br />
individual’s employment by UMB or an individual’s participation in a UMB educational program<br />
or;<br />
B. Submission to or rejection <strong>of</strong> such conduct by an individual is used as the basis <strong>for</strong> academic<br />
or employment decisions affecting that individual; or<br />
C. Such conduct has the purpose or effect <strong>of</strong> unreasonably interfering with an individual’s<br />
academic or work per<strong>for</strong>mance, or <strong>of</strong> creating an intimidating, hostile, or <strong>of</strong>fensive educational<br />
or working environment<br />
ADMINISTRATIVE REMEDIES<br />
A student who believes he or she has been sexually harassed by a <strong>Field</strong> Instructor or personnel within the<br />
<strong>Field</strong> Education agency should report the matter to the Faculty <strong>Field</strong> Liaison. The Faculty <strong>Field</strong> Liaison shall<br />
investigate and mediate the situation through discussions with the <strong>Field</strong> Instructor and the coordinator <strong>of</strong><br />
student placement within the agency. The liaison shall report the recommendations concerning the situation<br />
to the Assistant Dean <strong>for</strong> <strong>Field</strong> Education.<br />
The Web site link to the updated campus policy on Sex-based Discrimination <strong>of</strong> Students is<br />
http://cf.umaryland.edu/hrpolicies/section6/t60120Bsa.html.<br />
46
foundation syllabus:<br />
47
UNIVERSITY OF MARYLAND<br />
FOUNDATION <strong>Field</strong> Education<br />
SCHOOL OF SOCIAL WORK SOWK 635-636<br />
COURSE OBJECTIVES<br />
Practicum <strong>Field</strong> Education is part <strong>of</strong> the Foundation curriculum. It provides students with an opportunity<br />
to develop skill in applying what they are learning in the classroom. A primary objective <strong>of</strong> Practicum <strong>Field</strong><br />
Education is the internalization <strong>of</strong> a generic problem-solving model <strong>of</strong> practice and development <strong>of</strong> generalist<br />
skills. The student is expected to master the field curriculum objectives by the end <strong>of</strong> the Practicum (i.e., by<br />
the end <strong>of</strong> the second semester).<br />
The <strong>Field</strong> curriculum is organized into eight focal learning areas. These are:<br />
I. Social work perspectives, theories, and knowledge<br />
II. Social work systems:<br />
agency setting<br />
community and inter-organizational practice<br />
groups<br />
families<br />
individuals<br />
III. Generic problem-solving model <strong>of</strong> practice<br />
IV. Intervention strategies and tactics (generalist skills)<br />
V. Social work relationships<br />
VI. Communication<br />
VII. Working with diversity<br />
VIII. Work management<br />
Attitude, knowledge, and skill objectives are provided <strong>for</strong> each focal learning area. The objectives should be<br />
used as a framework to:<br />
1) Assess the student’s initial learning needs<br />
2) Develop with the student an individualized learning contract<br />
3) Evaluate the student’s learning and per<strong>for</strong>mance<br />
Upon completion <strong>of</strong> SOWK 635 and SOWK 636, students will have achieved the following objectives:<br />
I. SOCIAL WORK PERSPECTIVES, THEORIES AND KNOWLEDGE<br />
The student:<br />
Attitude Objectives<br />
Is aware that the focus <strong>of</strong> social work practice is person-in-situation and demonstrates commitment to that<br />
focus in working with and on behalf <strong>of</strong> clients in the field practicum:<br />
48
Demonstrates a commitment to theory-based practice by mastering theories taught in the classroom, by<br />
seeking to apply them in the practicum, and by providing theory-based rationales <strong>for</strong> their interventions to the<br />
<strong>Field</strong> Instructor, <strong>Field</strong> Liaison and classroom instructor;<br />
Demonstrates commitment to the social work values and Code <strong>of</strong> Ethics by identifying if they are congruent<br />
with their personal value systems, by consciously seeking to implement social work values in their field<br />
practice; by identifying value conflicts and ethical dilemmas encountered in the practicum; by discussing with<br />
the <strong>Field</strong> Instructor any such dilemmas; and by knowing the rationale <strong>for</strong> ethical decisions made and actions<br />
taken;<br />
Demonstrates, in relationships with clients, agency staff and other people involved in specific - practice<br />
situations, respect <strong>for</strong> human beings and <strong>for</strong> diversity;<br />
Is alert to social injustices and conditions that threaten the welfare <strong>of</strong> the agency’s clients, (particularly<br />
populations-at-risk who are marginalized by social and economic <strong>for</strong>ces) including manifestations in individual<br />
and family dysfunction, in the agency and its task and resource environments, in clients’ neighborhoods and<br />
communities, and in relevant social policy at the local, state, and federal levels;<br />
Believes in the potential <strong>for</strong> planned change at any system level, and demonstrates commitment to being an<br />
effective change agent by conscious ef<strong>for</strong>t to learn and by systematic, empirical evaluation <strong>of</strong> his/her own<br />
practice;<br />
Knowledge Objectives<br />
Understands and is able to describe the Social Work Code <strong>of</strong> Ethics and its application in the context <strong>of</strong> day-today<br />
practice;<br />
Understands the nature <strong>of</strong> social work as a pr<strong>of</strong>ession and can analyze the role <strong>of</strong> social work within the field<br />
agency;<br />
Is aware <strong>of</strong> the broad social context <strong>of</strong> social work transactions and can describe how the policies, programs,<br />
and practice <strong>of</strong> the field agency are affected by its environment;<br />
Can describe the pr<strong>of</strong>essional social work roles utilized in the agency and demonstrates understanding <strong>of</strong> those<br />
roles by consciously, appropriately, and differentially assuming them in her/his field work;<br />
Demonstrates an application <strong>of</strong> social work values and the Code <strong>of</strong> Ethics in all areas <strong>of</strong> practice;<br />
Can summarize concepts and theories taught in all Foundation courses, assesses their applicability to practice,<br />
and critically evaluate their utility in the field setting;<br />
Can describe the contribution <strong>of</strong> empirical research and <strong>of</strong> <strong>for</strong>mal evaluation to social work effectiveness;<br />
Skill Objectives<br />
Is able to identify the systems involved in a particular case situation, their contribution to problem<br />
maintenance, their potential <strong>for</strong> supporting change, and their feasibility as intervention points;<br />
Approaches work with clients systematically, demonstrating basic skill in engaging client systems, and working<br />
in partnership with the client system to identify the problem; <strong>for</strong>mulate goals; conduct an assessment; achieve<br />
a contract, including specific objectives and a plan; implement the plan; evaluate its effects and appropriately<br />
modifying or changing the plan; terminate, and evaluate the outcome;<br />
49
Is able to critique specific practice transactions; can identify skills used, and demonstrates increased skills;<br />
Demonstrates flexible, non-stereotyped practice with clients from diverse backgrounds;<br />
Demonstrates flexible, non-stereotyped practice with clients from at-risk populations;<br />
Identifies skills to which he/she should pay special attention in the Advanced curriculum.<br />
II. SOCIAL WORK SYSTEMS<br />
The student:<br />
Attitude Objectives<br />
Accepts that social work’s person-in-situation requires understanding <strong>of</strong> and skill in working with the multiple<br />
systems that have an impact upon individuals;<br />
Demonstrates commitment to learning about different systems by mastering relevant classroom learning<br />
and using it to understand and analyze the different types and levels <strong>of</strong> systems involved in specific practice<br />
episodes;<br />
Knowledge Objectives<br />
a) In the Agency Setting<br />
Understands the agency’s function;<br />
Is aware <strong>of</strong> the agency’s history and ways in which it has adapted to changing circumstances;<br />
Understands the agency’s goals and can discuss how the goals are operationalized;<br />
Can identify the social policy or policies that guide, underpin, and/or influence the delivery <strong>of</strong> service(s) in the<br />
agency;<br />
Is familiar with the agency’s resource environment and its impact upon agency policy, programs, and practice;<br />
Is familiar with the agency’s task environment and with its inter-organizational relationships;<br />
Identifies how the agency as context affects clients and staff;<br />
Relates his/her observations <strong>of</strong> the agency to social work values and identifies value conflicts which commonly<br />
occur between clients, social workers and the agency;<br />
Understands the generic base <strong>of</strong> practice with and within organizations and is aware <strong>of</strong> the specialized<br />
knowledge, theory and skills required <strong>for</strong> advanced practice in administration;<br />
b) In Community and Inter-Organizational Practice<br />
Knows that she/he represents the agency in her/his contacts with other agencies and community institutions;<br />
Is aware <strong>of</strong> the community context in which the agency operates, and identifies attributes <strong>of</strong> the community<br />
which support good psychosocial functioning and attributes which contribute to psychosocial dysfunction;<br />
50
Generalizes about the availability, accessibility and quality <strong>of</strong> local resources in relation to client needs and<br />
identifies the impact <strong>of</strong> the local resource system upon clients and upon the agency;<br />
Relates social work expertise in community resources to social work purposes and models <strong>of</strong> helping and<br />
relates the local community resources system to broader issues <strong>of</strong> social problems, policy, and program;<br />
Comprehends the generic base <strong>of</strong> community and inter-organizational practice and is aware <strong>of</strong> the specialized<br />
knowledge, theory and skills required <strong>for</strong> advanced practice with communities and between organizations;<br />
c) With a Group<br />
Understands the role <strong>of</strong> groups in social work;<br />
Identifies <strong>for</strong>mal and in<strong>for</strong>mal groups within the agency and their ramifications <strong>for</strong> clients, staff, and others<br />
involved with the agency;<br />
Describes types <strong>of</strong> client groups sponsored by the agency, ways in which they help clients, and factors<br />
associated with group success;<br />
Analyzes his/her practice with groups using concepts from theories <strong>of</strong> groups and group practice;<br />
Comprehends the generic base <strong>of</strong> group practice and is aware <strong>of</strong> the specialized knowledge, theory, and skills<br />
required <strong>for</strong> advanced work with groups;<br />
d) With Families<br />
Describes families served by the agency and demonstrates understanding <strong>of</strong> concepts <strong>of</strong> family functioning by<br />
using them in family assessment and intervention;<br />
In specific case situations, describes the transactions between individual members and the family as a whole;<br />
the nature <strong>of</strong> the transactions between the family and community, the relationship between the family and the<br />
agency, the degree to which the agency is able to meet family needs;<br />
Analyzes his/her practice by using family concepts and family practice theory;<br />
Comprehends the generic base <strong>of</strong> family practice and is aware <strong>of</strong> the knowledge, theory and skills required <strong>for</strong><br />
advanced work with families;<br />
e) With Individuals<br />
Understands the biological, psychological, social, and political factors that interact to influence individuals’<br />
psychosocial functioning and their ability to cope with problems in living;<br />
Describes individuals served by the agency and the impact upon them <strong>of</strong> their transactions with their families,<br />
groups, community, community institutions, and with the agency<br />
Analyzes his/her work with individuals using theories <strong>of</strong> individuals behavior and individual change taught in<br />
the Foundation curriculum;<br />
Identifies the generic base <strong>of</strong> practice with individuals and is aware <strong>of</strong> the specialized knowledge, theory and<br />
skill that are required <strong>for</strong> advanced practice with individuals;<br />
51
Skill Objectives<br />
Applies generic practice concepts in working with different system types and levels <strong>of</strong> systems;<br />
Implements a generalist practice model by adapting basic skills to work with different levels and types <strong>of</strong><br />
systems;<br />
Applies concepts that are specific to different levels and types <strong>of</strong> systems and intervenes by using models that<br />
are specific to the particular level and type <strong>of</strong> system;<br />
In a particular practice transaction, identifies the systems involved, obtains or infers their perception <strong>of</strong> the<br />
problematic situation and their goals, identifies the role <strong>of</strong> the different systems in problem initiation and<br />
maintenance, identifies actors who can contribute to problem resolution, appeals to their interests and obtains<br />
commitments to the change ef<strong>for</strong>t, selects points <strong>of</strong> intervention and manages a plan <strong>of</strong> intervention.<br />
III. GENERIC PROBLEM-SOLVING MODEL OF PRACTICE<br />
The student:<br />
Attitude Objectives<br />
Is aware that there are many models <strong>of</strong> practice and that a problem solving model is only one approach, and<br />
that it is valued and widely used in the field;<br />
Upon entering the field, will demonstrate a commitment to learning the problem-solving model by seeking to<br />
use it in her/his practice;<br />
Will be prepared to integrate the problem solving framework with her/his learning in the Advanced<br />
Curriculum, and will be prepared to apply it appropriately and selectively in her/his Advanced <strong>Field</strong><br />
Placements;<br />
Identifies the underlying value assumptions <strong>of</strong> a practice-solving approach;<br />
Knowledge Objectives<br />
Critiques and analyzes his/her own practice using the problem-solving framework as an analytical tool;<br />
Integrates the problem solving model with systems concepts, an ecological perspective, communication theory<br />
and role theory;<br />
Skill Objectives<br />
In any specific situation in the field setting, will be able to operationalize a generic problem solving model <strong>of</strong><br />
practice.<br />
Specifically, will be able to identify and define the problem and set goals by learning to<br />
1) Identify the client system;<br />
2) describe the problem from the client’s point <strong>of</strong> view;<br />
3) identify systems involved in the problem situation, and describe the problem from the points view <strong>of</strong><br />
members <strong>of</strong> the other involved systems;<br />
4) identify decision-making processes and decision-makers in the involved system;<br />
5) assess whether the agency is an appropriate resource, given the nature <strong>of</strong> the problem and the agency<br />
function;<br />
6) collect, interpret and use relevant data in order to define the problem;<br />
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7) communicate his/her understanding <strong>of</strong> the problem clearly to the client, <strong>Field</strong> Instructors and, as<br />
appropriate, other members <strong>of</strong> the action system;<br />
8) recognize and respect the rights <strong>of</strong> clients to make choices and decisions;<br />
9) with the client, set realistic goals, partializing goals, as appropriate, into stated objectives;<br />
10) with the client, state goals in measurable terms so that goal achievement can be determined;<br />
11) set realistic time frames <strong>for</strong> goal and objective achievement;<br />
12) begin where the client is, and do not impose his or her own goals or agenda upon the client.<br />
IV. INTERVENTION STRATEGIES AND TACTICS<br />
The student:<br />
Attitude Objectives<br />
Is prepared to <strong>of</strong>fer direct services to individuals, families and groups, to do community work, and to be an<br />
effective member <strong>of</strong> the field agency, including having sound working relationships with collaterals, with<br />
representatives <strong>of</strong> other agencies and with community members;<br />
Demonstrates commitment to social work’s multi-modal, multi-system approach to intervention by seeking to<br />
use this approach in the practicum;<br />
Demonstrates commitment to theory-based practice by providing tested, knowledge based rationales <strong>for</strong> the<br />
interventions and tactics used in any specific practice transaction;<br />
Is prepared to integrate Foundation precepts with learning in the Advanced Curriculum and to develop a nonstereotyped,<br />
flexible and creative approach to practice;<br />
Knowledge Objectives<br />
Understands that intervention follows from problem definition and assessment and relates intervention to the<br />
presenting problem and assessment;<br />
Uses social work values, theory and knowledge learned in the Foundation to assess his/her interventions in the<br />
field;<br />
Comprehends the generic basis <strong>of</strong> intervention, is aware that generic practice is expressed through specific<br />
incidents, and is aware that advanced practice in any field requires specialized knowledge, theory and skills;<br />
Skill Objectives<br />
Under the guidance <strong>of</strong> the <strong>Field</strong> Instructor,<br />
Engages the client effectively and involves the client by contracting and intervention planning;<br />
Conducts multidimensional assessments and is able to consider the significance <strong>of</strong> in<strong>for</strong>mation about the<br />
client, the environment, including the agency, the transactions between the client and the environment, clientworker<br />
transactions;<br />
Formulates measurable, achievable objectives;<br />
Implements the plan, effectively involving the client and members <strong>of</strong> other involved systems;<br />
Appropriately terminates and evaluates the intervention.<br />
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V. RELATlONSHIPS<br />
The student:<br />
Attitude Objectives<br />
Is aware that pr<strong>of</strong>essional use <strong>of</strong> self is critical to social work practice;<br />
Demonstrates commitment to pr<strong>of</strong>essional use <strong>of</strong> self by identifying when appearance, behaviors, or countertransference<br />
are obstacles to effective relationships;<br />
Demonstrates commitment to pr<strong>of</strong>essional use <strong>of</strong> self by seeking to appropriately address self-related<br />
obstacles to effective pr<strong>of</strong>essional relationships in his/her field practice;<br />
Demonstrates commitment to relationship skills by mastering the theory <strong>of</strong> social work relationships, seeking<br />
to apply it in practice, and analyzing specific practice transaction identify areas <strong>of</strong> strength and areas which<br />
need enhancement;<br />
Demonstrates commitment to working with people from diverse backgrounds by recognizing when differences<br />
may be problematic in building a relationship, by tuning into stereotypes, biases, and/or feelings that may<br />
obstruct relationship building, by actively learning about the individual’s milieu and situation, and by actively<br />
seeking consultation on how to handle issues <strong>of</strong> difference and diversity within the pr<strong>of</strong>essional relationship;<br />
Demonstrates com<strong>for</strong>t with his/her power and authority and is com<strong>for</strong>table with its appropriate application;<br />
Is ready to continue to work on relationship skills and pr<strong>of</strong>essional use <strong>of</strong> self in the Advanced field placement;<br />
Knowledge Objectives<br />
Differentiates between social work and other relationships;<br />
Understands that social work relationships develop over time and that there are specific phases (beginnings,<br />
middles, and endings) that are characterized by particular issues and feelings that need to be addressed by the<br />
worker;<br />
Understands issues <strong>of</strong> power and authority in social work relationships and is able to describe their impact on<br />
her/his relationships in the field setting;<br />
Skill Objectives<br />
Engages with clients and other members <strong>of</strong> systems involved in specific practice situations;<br />
Demonstrates empathy in transactions with people;<br />
Establishes and maintains effective working relationships with people from diverse backgrounds;<br />
Identifies the phases <strong>of</strong> social work relationships, and effectively deals with the tasks and processes <strong>of</strong> that<br />
stage;<br />
Identifies unpr<strong>of</strong>essional or ineffective behavior and appropriately modifies any such problematic behavior;<br />
Is able to constructively use his/her power and authority.<br />
54
VI. COMMUNICATlON<br />
The student:<br />
Attitude Objectives<br />
Accepts that effective social work depends upon effective oral and written communication skills and is ready to<br />
work to improve communication skills;<br />
Demonstrates a readiness to adapt interviewing behavior to the needs <strong>of</strong> clients from diverse populations<br />
by identifying that gender, race, class, ethnicity, age, sexual orientation, or other differences need to be<br />
considered in interviewing, by actively seeking in<strong>for</strong>mation about the possible ramifications <strong>of</strong> differences<br />
between interviewer and interviewee, and by modifying interviewing practice when appropriate;<br />
Demonstrates a readiness to improve interviewing skills by timely preparation <strong>of</strong> process;<br />
Demonstrates commitment to effective writing by preparing written materials in a timely matter, and by<br />
rewriting, if necessary, to produce relevant, well-focussed, clear, and concise written materials;<br />
Knowledge Objectives<br />
Is familiar with basic communication concepts, and identifies factors, both verbal and non-verbal, that facilitate<br />
communication and factors both verbal and non-verbal, that impede communication;<br />
Uses communication concepts to analyze his/her pr<strong>of</strong>essional transactions with other people and his/her<br />
written communications;<br />
Differentiates between different types <strong>of</strong> social work interviews and can adapt his/her interviewing behavior to<br />
those different purposes;<br />
Understands the purposes and uses <strong>of</strong> written communication, is able to write clearly and concisely, without<br />
errors <strong>of</strong> grammar and spelling;<br />
Adapts a <strong>for</strong>mat and writing style that is appropriate to the needs <strong>of</strong> different audiences;<br />
Knows the purposes and expected <strong>for</strong>mat <strong>of</strong> process recording;<br />
Skill Objectives<br />
Prepares clear, written records, reports, letters, memos and other written materials;<br />
Selectively and purposefully uses diverse communication techniques in individual, family and group interviews,<br />
and in other pr<strong>of</strong>essional transactions;<br />
Can relate technique to purpose;<br />
Identifies whether specific techniques had the desired effect and is able to identify alternative techniques that<br />
might have the desired effect;<br />
Identifies, utilizes, integrates, and evaluates a variety <strong>of</strong> techniques;<br />
Identifies alternative techniques when a particular technique has not had the desired effect;<br />
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Prepares process recordings, reviews them with the <strong>Field</strong> Instructor and uses the process recordings to assess<br />
and learn from his/her interviews with clients or other actors.<br />
Vll. DIVERSITY<br />
The student:<br />
Attitude Objectives<br />
Accepts that the social workers are ethically bound to be non-discriminatory and to serve clients from diverse<br />
backgrounds;<br />
Is aware that achieving understanding <strong>of</strong> the life experiences <strong>of</strong> people from diverse backgrounds requires<br />
active learning, accepts that the limitations <strong>of</strong> his/her own experiences may be an obstacle to understanding<br />
others’ realities;<br />
Willingly learns about specific aspects <strong>of</strong> diversity <strong>of</strong> his/her clients and works to develop a dual perspective;<br />
Demonstrates a readiness to develop skill in working with people <strong>of</strong> diverse backgrounds by identifying<br />
stereotypes, biases or negative attitudes that might interfere with building effective relationships and by<br />
actively seeking corrective in<strong>for</strong>mation and experiences;<br />
Knowledge Objectives<br />
Using empirical data and experience, is able to generalize about the agency’s clients, their life situations and<br />
problems in living without stereotyping, and recognizes that the generalization may not apply in specific<br />
situations;<br />
Relates the general characteristics <strong>of</strong> the agency’s clientele to ways in which the agency and its staff need to<br />
adapt their practice to the needs and characteristics <strong>of</strong> the clientele;<br />
When working with members <strong>of</strong> oppressed or stigmatized groups, identifies the effects <strong>of</strong> oppression and<br />
stigmatization on behavior and development and understands the concept <strong>of</strong> empowerment;<br />
Is aware that, despite diversity, all people have common human needs;<br />
Skill Objectives<br />
Is com<strong>for</strong>table with clients whose backgrounds are different from his/her own background;<br />
Identifies if ethnocentrism or other bias is different from his/her work with clients, acknowledges such feelings,<br />
and seeks to control their effects on his/her behavior,<br />
Appropriately discusses issues <strong>of</strong> difference with his/her client and with other people involved in specific<br />
situations;<br />
Adapts the problem-solving model <strong>of</strong> practice and generalist skills to the help-seeking practices <strong>of</strong> diverse<br />
groups.<br />
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VIII. WORK MANAGEMENT<br />
The student:<br />
Attitude Objectives<br />
Accepts that social work is traditionally agency based, understands that agency maintenance and adequate<br />
functioning are essential if services are to be provided, and is prepared to meet administrative and other<br />
organizational requirements;<br />
Knowledge Objectives<br />
Understands agency maintenance needs;<br />
Understands the need <strong>for</strong> accountability and can describe accountability procedures within the agency;<br />
Understands the purposes <strong>of</strong> written records, knows the agency record keeping requirements and procedures,<br />
and is able to meet the technical requirements, including computer literacy;<br />
Understands that she/he is a resource and that how her/his time is used has ramifications <strong>for</strong> clients, the<br />
agency, and her/his pr<strong>of</strong>essional development;<br />
Skill Objectives<br />
Prepares clearly written records, reports, charts, letters, memos, etc.;<br />
Establishes priorities in his/her work, uses resources effectively, and is able to work under pressure;<br />
Per<strong>for</strong>ms tasks and client services, as defined and agreed upon with the <strong>Field</strong> Instructor, and meets the agreed<br />
upon deadlines;<br />
Shows initiative in learning and uses <strong>Field</strong> Education effectively, including preparation <strong>of</strong> agenda <strong>for</strong> <strong>Field</strong><br />
Education sessions and timely submission <strong>of</strong> weekly process recordings.<br />
“(8/99)<br />
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clinical syllabus:<br />
58
UNIVERSITY OF MARYLAND<br />
ADVANCED <strong>Field</strong> Education- CLINICAL<br />
SCHOOL OF SOCIAL WORK SWCL 794 and SWCL 795<br />
INTRODUCTION<br />
Advanced <strong>Field</strong> Education-Clinical, taken after successful completion <strong>of</strong> the Foundation curriculum, may<br />
be completed selecting one <strong>of</strong> two models: 1) three days (twenty-four hours) a week in the field, generally<br />
Tuesday, Wednesday, and Thursday, <strong>for</strong> two semesters, from the beginning <strong>of</strong> the academic year through the<br />
beginning <strong>of</strong> May or 2) two days (sixteen hours) a week in the field from the beginning <strong>of</strong> the academic year<br />
through July. The course objectives and academic credit <strong>of</strong> 6 credits a semester are the same <strong>for</strong> both models.<br />
However, the calendars which reflect when material is to be turned in to the <strong>School</strong> are different. Calendars<br />
are available in the <strong>Field</strong> Education <strong>Manual</strong>.<br />
In addition to having selected the clinical concentration, students in Advanced <strong>Field</strong> Education have also<br />
chosen one <strong>of</strong> the following four specializations: aging, families and children, health or mental health.<br />
COURSE OBJECTIVES<br />
The following set <strong>of</strong> learning objectives provides the framework <strong>for</strong> students’ field experience and constitutes<br />
the Advanced Practice <strong>Field</strong> Education Curriculum <strong>for</strong> Clinical students. It is intended to serve as a guide in<br />
identifying students’ learning needs and in evaluating their per<strong>for</strong>mance during both semesters in the field.<br />
It is expected that the field experience will provide opportunities <strong>for</strong> students to demonstrate mastery <strong>of</strong> each<br />
<strong>of</strong> the objectives. There may be differences in emphasis related to the agency’s program and the student’s<br />
learning needs. However, this curriculum statement is to be used as the primary working document between<br />
the school <strong>for</strong> the teaching and learning which should take place in a given semester.<br />
Since this is Advanced fieldwork, students are expected to use and develop their knowledge to clarify and<br />
sharpen their assessment skills and to sort out complex situations. Their knowledge should be evident in<br />
their well-in<strong>for</strong>med decisions. They are expected to move toward mastery <strong>of</strong> the knowledge objectives with<br />
demonstrated integration <strong>of</strong> their knowledge and experience. In their clinical work, students are expected to<br />
demonstrate self-direction and control. They should be able to identify the strengths and weaknesses in their<br />
per<strong>for</strong>mance.<br />
At the completion <strong>of</strong> the field experience, students are expected to have mastered the identified skills <strong>of</strong><br />
clinical social work. They should be able to explain their use <strong>of</strong> specific modalities in relation to client need<br />
and to use their skills differentially to facilitate the helping process. Their work should be characterized by<br />
conscious, disciplined use <strong>of</strong> self, initiative, risk-taking when appropriate and self-evaluation. Their decisions<br />
and actions are expected to reflect a commitment to social work values and ethics.<br />
Requirements<br />
1. Each student will develop a written learning contract with the <strong>Field</strong> Instructor.<br />
2. Students and <strong>Field</strong> Instructors will participate in scheduled weekly <strong>Field</strong> Education conferences. The<br />
conferences should take the <strong>for</strong>m <strong>of</strong> individual tutorial sessions <strong>for</strong> a minimum <strong>of</strong> one hour per week and<br />
should include a discussion <strong>of</strong> process recordings.<br />
3. Students will submit monthly reports and a written schedule to make up any missed time.<br />
59
I. KNOWLEDGE OBJECTIVES<br />
A. Knowledge about the broad social context within which clinical transactions take place.<br />
1. Identifies the social policies that support the agency’s program and defines their limits.<br />
2. Is aware <strong>of</strong> the developments at the national, state, and local levels that have an impact on social<br />
policy.<br />
3. Uses social indicates (i.e., housing, health, employment, racial balance, and education) to describe<br />
the populations served by the agency.<br />
4. Identifies how the availability <strong>of</strong> institutional supports (i.e., transportation, day care, housing and<br />
employment programs) affects client functioning.<br />
5. Identifies the “natural supports” available to clients (i.e., family, neighbors, friends, community<br />
groups).<br />
B. Knowledge about the agency system.<br />
1. Demonstrates an understanding <strong>of</strong> the agency’s purpose, policies, and programs and presents these<br />
as one’s practice requires.<br />
2. Observes and describes behavior at the organizational level.<br />
3. Uses systems theory and small group theory to understand and describe organizational behavior.<br />
4. Recognizes situations where organizational behavior is dysfunctional to client service and has<br />
awareness <strong>of</strong> the pr<strong>of</strong>essional options <strong>for</strong> promoting organizational change.<br />
C. Knowledge about human behavior.<br />
* Multi-causal nature<br />
1. Recognizes the biological, psychological, and social factors interact to influence client behavior.<br />
* Occurs in systems<br />
1. Differentiates between personality system and social system levels.<br />
2. Identifies the system level appropriate <strong>for</strong> intervention.<br />
* Bio-Psychosocial concepts<br />
1. Uses psychosocial concepts (i.e., ego-identity, role assignments, and representation <strong>of</strong> self and<br />
others) in linking personality and social system levels.<br />
2. Understands biological factors.<br />
* Socio-cultural determinants (i.e., ethnicity, social class)<br />
1. Identifies the differences in life styles, adaptive choices, perceptions <strong>of</strong> society and use <strong>of</strong> help that<br />
are related to socio-cultural variables.<br />
2. Understands when differences related to socio-cultural factors can represent adaptive behavior<br />
rather than deviance.<br />
3. Uses socio-cultural concepts to understand behavior in the clinical transaction:<br />
a. Congruency between styles <strong>of</strong> giving and seeking help.<br />
b. Differences in communication styles <strong>of</strong> worker and client.<br />
c. Resistance and movement within the helping process.<br />
d. Socio-historic base <strong>for</strong> resistance to seeking and using help.<br />
e. The significance <strong>of</strong> advocacy and empowerment in transactions, especially with minority clients.<br />
* Oppression<br />
1. Understands the role <strong>of</strong> oppression in human behavior.<br />
60
* Developmental life-cycle perspective<br />
1. Identifies the normal developmental stage <strong>of</strong> the client and the developmental tasks associated with<br />
that stage.<br />
2. Identifies constitutional fads that influence behavior.<br />
* Personality development<br />
1. Identifies the nature and source <strong>of</strong> anxiety and the characteristic ways people reduce anxiety.<br />
2. Identifies and assesses specific ego functions and ego defenses.<br />
3. Recognizes the specific adaptive techniques people develop in stressful environments.<br />
4. Identifies the coping and progressive <strong>for</strong>ces <strong>of</strong> the personality.<br />
5. Distinguishes between what is in conscious awareness and what is outside <strong>of</strong> awareness.<br />
6. Impact <strong>of</strong> early attachments on relationships.<br />
* Theories <strong>of</strong> psychopathology<br />
1. Views mental health and mental illness as a continuum, rather than as the presence or absence <strong>of</strong><br />
disease.<br />
2. Recognizes the psychological and socio-cultural factors in mental illness.<br />
3. Understands that socio-cultural factors influence the definition <strong>of</strong> and responses to mental illness.<br />
4. Understands the implications <strong>of</strong> the labeling process.<br />
5. Identifies dysfunction in the family and in other systems that relate to the mental illness <strong>of</strong> the client.<br />
6. Uses perspectives on psychopathology that reduce the distance between the worker and client.<br />
*Trauma<br />
1. Recognizes different types <strong>of</strong> trauma over the lifecycle.<br />
2. Understands the difference between interpersonal and impersonal trauma.<br />
3. Recognizes the effect <strong>of</strong> trauma on personality development and relationships.<br />
4. Identifies a range <strong>of</strong> evidence-based treatment approaches.<br />
D. Knowledge about the structure and dynamics <strong>of</strong> groups.<br />
1. Identifies the ways in which groups can be helpful to people.<br />
2. Is aware <strong>of</strong> the types <strong>of</strong> groups that can be useful in a clinical setting (e.g., socialization, education,<br />
therapy, activity, social action).<br />
3. Identifies group processes as they occur in client, staff and student groups (e.g., setting norms,<br />
subgroup <strong>for</strong>mation, cohesion, control, and decision making).<br />
4. Identifies phases <strong>of</strong> group development.<br />
5. Understands the use <strong>of</strong> programs as a tool in work with groups.<br />
6. Knows the issues and steps in organizing and starting a group.<br />
E. Knowledge about the structure and dynamics <strong>of</strong> families.<br />
1. Understands how the family organizes itself to accomplish its goals.<br />
2. Understands that the family contributes to and reacts to the presenting problem.<br />
3. Understands that individual change affects the family and that family change affects the individual.<br />
4. Understands communication patterns among family members.<br />
5. Recognizes the ways in which family interviews contribute to diagnosis and treatment.<br />
F. Knowledge <strong>of</strong> communication processes, including these <strong>for</strong> populations at risk.<br />
1. Describes her/his own communication style as well as that <strong>of</strong> the client<br />
2. Recognizes:<br />
a. Non-verbal and verbal communication.<br />
b. Incongruities between verbal and non-verbal communication.<br />
61
c. The differential use <strong>of</strong> language by different client populations.<br />
G. Knowledge <strong>of</strong> the pr<strong>of</strong>essional role.<br />
* Self-awareness<br />
1. Recognizes the importance <strong>of</strong> self-awareness in work with both clients and colleagues.<br />
2. Recognizes the reciprocal nature <strong>of</strong> the clinical transaction--which both student and client influence<br />
and are influenced by each other.<br />
3. Recognizes how both student and client participate in promoting or hindering the transaction.<br />
4. Identifies the impact <strong>of</strong> culture, gender, race, and age, upon clinician-client transactions.<br />
* The meaning <strong>of</strong> pr<strong>of</strong>essional and ethical relationships<br />
1. Understands that clarity <strong>of</strong> purpose is essential to the helping relationship.<br />
2. Recognizes that giving and receiving help can hold a range <strong>of</strong> meanings <strong>for</strong> oneself and one’s clients.<br />
3. Understands that relationships must con<strong>for</strong>m to the Code <strong>of</strong> Ethics.<br />
* The range <strong>of</strong> pr<strong>of</strong>essional roles and relationships<br />
1. Identifies the different pr<strong>of</strong>essional roles and relationships that student-worker has with clients,<br />
colleagues, instructor, staff, etc.<br />
2. Identifies different roles assumed by the social worker, such as broker, advocate, mediator, and<br />
counselor.<br />
H. Elaborate the ways in which individuals’ diverse characteristics (e.g. social status, race, ethnicity, age,<br />
sexual orientation, spirituality, and health status) impact their abilities to access services and affect client<br />
transactions.<br />
I. Develop knowledge <strong>of</strong> evidence-based interventions.<br />
II. SKILL OBJECTIVES<br />
A. Ability to implement the role demands <strong>of</strong> an Advanced clinical student.<br />
1. Carries out task assignments responsibly, effectively, and promptly.<br />
2. Complies with agency work routines.<br />
3. Takes initiative in setting one’s own work priorities and in organizing one’s time.<br />
4. Identifies one’s own work rhythms and assesses one’s own productivity.<br />
5. Takes initiative in using instructional conferences <strong>for</strong> focused learning (i.e., using agenda, preparing<br />
questions, self-assessment).<br />
B. Ability to engage clients in a pr<strong>of</strong>essional relationship.<br />
1. Communicates one’s purpose in the helping relationship.<br />
2. Communicates one’s willingness and confidence as a helper.<br />
C. Ability to assess the request and need <strong>for</strong> help.<br />
1. Enables clients to clarify their purposes in seeking help.<br />
2. Enables clients to share relevant in<strong>for</strong>mation and to request needed in<strong>for</strong>mation.<br />
3. Enables the client to know the steps involved in receiving help: what can be<br />
expected <strong>of</strong> the worker, the agency, and the client.<br />
4. Identifies the client’s need <strong>for</strong> environmental supports and explains the agency’s capacity to provide<br />
these supports.<br />
D. Ability to judge the degree <strong>of</strong> urgency in the client’s request <strong>for</strong> service.<br />
62
1. Discern the difference between one’s own feelings <strong>of</strong> urgency and those <strong>of</strong> the client.<br />
2. Assesses an emergency situation, recognizing its meaning in relation to the client’s lifestyle and<br />
culture.<br />
3. Distinguishes varying degrees <strong>of</strong> urgency and acts accordingly in regard to:<br />
a. Life-threatening situations requiring immediate action;<br />
b. Threats to psychosocial functioning requiring prompt attention:<br />
c. Situations that are stressful but not urgent.<br />
E. Ability to recognize the impact <strong>of</strong> specific variables upon practice.<br />
1. Demonstrates an advanced level <strong>of</strong> understanding the ways in which diversity impacts the context <strong>of</strong><br />
practice, the worker-client relationship, the practitioner’s response to the client, and the client’s<br />
ability to utilize services.<br />
2. Demonstrates an advanced level <strong>of</strong> understanding the ways in which social and economic injustice<br />
and oppression have an impact upon practice both in terms <strong>of</strong> the services <strong>of</strong>fered and the varying<br />
perceptions <strong>of</strong> and responses to client problems.<br />
3. Demonstrates an advanced level <strong>of</strong> understanding <strong>of</strong> the needs <strong>of</strong> particular populations at risk.<br />
F. Ability to act within the agency system in response to client need and advocate <strong>for</strong> change when needed.<br />
1. Works with the agency to facilitate its response to client need.<br />
2. Identifies, based on data from one’s practice, gaps and incongruities in service.<br />
3. Advocate <strong>for</strong> change when needed<br />
G. Ability to facilitate referrals and to connect clients to resources outside the agency.<br />
1. Prepares written referral summaries that are clear and concise.<br />
2. Locates and contacts appropriate resources.<br />
3. Gives the client a clear picture <strong>of</strong> what is involved in applying <strong>for</strong> and receiving services elsewhere.<br />
4. Assesses and acts upon factors that help or hinder effective referral (within the relationship, within<br />
the agency, and between agency systems).<br />
H. Ability to <strong>for</strong>mulate a culturally-sensitive assessment <strong>of</strong> client behavior.<br />
1. Identifies the theoretical perspective used to understand client behavior.<br />
2. Connects specific concepts to observations <strong>of</strong> behavior.<br />
3. Produces written diagnostic <strong>for</strong>mulations that connect observations and theory.<br />
4. Identifies additional theoretical perspectives that can add to an understanding <strong>of</strong> the client’s<br />
behavior.<br />
5. Uses a strengths perspective in the assessment <strong>of</strong> client behavior.<br />
I. Ability to link the assessment to the plan <strong>for</strong> intervention.<br />
1 . Uses the diagnostic <strong>for</strong>mulation as the basis <strong>for</strong> planning the specific approach to helping.<br />
2. Makes a logical connection between the assessment <strong>of</strong> behavior and the plan <strong>for</strong> intervention.<br />
3. Uses a strengths perspective in planning and implementing interventions.<br />
J. Ability to establish a helping contract.<br />
1. Makes clear to clients how the worker proposes to help.<br />
2. Enlists the client’s participation in deciding if and how help is to be transacted.<br />
3. Examines ones participation in beginning the helping process--or in resisting it.<br />
K. Ability to reaffirm or to renegotiate contracts based on on-going assessment.<br />
1. Provides feedback to clients and elicits feedback from clients as to the experience in the helping<br />
process.<br />
63
2. Makes a systematic assessment <strong>of</strong> what is taking place within the clinical transaction based on this<br />
reciprocal feedback.<br />
3. Sharpens the focus <strong>for</strong> the work and takes “therapeutic risks” based on the ongoing assessment.<br />
L. Ability to selectively apply an array <strong>of</strong> intervention theories, models, and findings from empirical research.<br />
1. Determines the modalities that can best meet clients needs and the clinical contract.<br />
2. Identifies the unique as well as the common elements in work within the various modalities.<br />
3. Makes appropriate use <strong>of</strong> skills specific to work with families (e.g., entry into an existing system,<br />
assessing the “culture” <strong>of</strong> the family intervening in dysfunctional communication patterns).<br />
4. Makes appropriate use <strong>of</strong> skills specific to work with groups (e.g., encouraging group processes that<br />
foster trust, mutual aid, group decision making, group cohesion).<br />
5. Identifies potential supportive resources in the clients’ environment, and facilitates linkages that<br />
foster natural helping.<br />
6. Intervenes as needed with other systems impinging on the client’s situation.<br />
7. Demonstrates an understanding <strong>of</strong> empowerment and advocacy strategies to promote equity <strong>for</strong><br />
oppressed client groups.<br />
M. Ability to identify and to understand one’s own patterns <strong>of</strong> behavior within the clinical transaction.<br />
1. Observes, reports, and reflects on her/his own patterns <strong>of</strong> behavior.<br />
2. Identifies her/his own relative com<strong>for</strong>t with behaviors <strong>of</strong> clients.<br />
3. Indicates how s/he thinks about what s/he does and critiques her/his own patterns <strong>of</strong> behavior.<br />
4. Reflects on her/his behavior in relation to her/his purposes in the clinical transaction.<br />
5. Participates in identifying the learning needed to strengthen his/her clinical skills.<br />
N. Ability to observe and to report on behavior <strong>of</strong> self and client within the student/client transactions.<br />
1. Observes and reports on behavior in the clinical transaction and describes behavior transactionally.<br />
2. Reports on behavior orally and in writing, with increasing selectivity, coherence, and clarity.<br />
3. Identifies critical junctures within an interview or group session.<br />
4. Identifies the specific phases <strong>of</strong> the clinical process as it develops over time.<br />
5. Describes oneself in action, and reports on one’s patterns <strong>of</strong> behavior.<br />
O. Ability to assess the effectiveness <strong>of</strong> one’s intervention.<br />
1. Uses evidence-based practice methods and appropriate evaluation methodology.<br />
P. Ability to demonstrate progressive skills toward assuming a leadership position in the field.<br />
1. Conducts self-assessment on leadership.<br />
2. Develops plan <strong>for</strong> personal leadership development.<br />
3. Participates in leadership building activities.<br />
Q. Ability to engage in ethical decision making.<br />
1. Follows the Code <strong>of</strong> Ethics when making clinical decisions.<br />
III. ATTITUDE OBJECTIVES:<br />
The student is expected to demonstrate commitment to the social work pr<strong>of</strong>ession.<br />
A. Commitment to social and economic justice and to social work values reflected in the NASW Code <strong>of</strong> Ethics.<br />
B. Show appreciation <strong>for</strong> the rich and positive contributions to community life brought by people <strong>of</strong> diverse<br />
backgrounds, socio-economic levels and cultural groups; and sensitivity to the systemic barriers faced by these<br />
persons that are derived from inequitable policies and practices.<br />
64
C. Commit to clients and consumers as equal partners in social change endeavors.<br />
D. Understand the constructive use <strong>of</strong> conflict to promote social justice and community change, and<br />
productively manage conflict when it arises in community and administrative practice.<br />
E. Recognize and adhere to pr<strong>of</strong>essional boundaries with clients, constituents, and co-workers.<br />
65
66macro syllabus:
UNIVERSITY OF MARYLAND<br />
<strong>Field</strong> Education<br />
SCHOOL OF SOCIAL WORK SWOA 794-795<br />
Statement <strong>of</strong> Purpose<br />
FIELD EDUCATION FOR<br />
MANAGEMENT AND COMMUNITY ORGANIZATION<br />
The Management and Community Organization (MACRO) <strong>Field</strong> Education courses are core elements <strong>of</strong> the<br />
educational program. These courses provide opportunities <strong>for</strong> students to integrate knowledge, attitudes, and<br />
skills learned in academic courses to the practicum situation at increasingly pr<strong>of</strong>icient levels <strong>of</strong> practice.<br />
Students are placed as interns in a wide variety <strong>of</strong> organizational settings in the public, private and nonpr<strong>of</strong>it<br />
sectors. Placement settings include the range <strong>of</strong> opportunities available to MACRO practitioners such as large<br />
public agencies, nonpr<strong>of</strong>it philanthropies, small community-based social action organizations, private sector<br />
firms, community development corporations, advocacy institutions or innovative multi-agency collaboratives.<br />
It is expected that all MACRO placements will provide students with both management and community<br />
organizing learning opportunities.<br />
The two semesters <strong>of</strong> <strong>Field</strong> Education are designed <strong>for</strong> progressive and intensive learning opportunities.<br />
Educational planning and evaluation is co-produced with the student, <strong>Field</strong> Instructor and Faculty Liason.<br />
Requirements<br />
Advanced <strong>Field</strong> Education follows successful completion <strong>of</strong> Foundation <strong>Field</strong> Education. Students may select<br />
one <strong>of</strong> the following options:<br />
1. Standard placement three days per week. In this option, students spend 24 hours per week in <strong>Field</strong><br />
Education; generally Tuesday, Wednesday and Thursday <strong>for</strong> two semesters beginning with the Fall<br />
semester and ending in early May <strong>of</strong> Spring semester.<br />
2. Extended placement two days per week. In this option, students spend 16 hours per week beginning<br />
in the Fall semester and ending in July.<br />
Both options have the same course objectives and receive 6 units <strong>of</strong> credit per semester. Due dates <strong>of</strong><br />
assignments and the timing <strong>of</strong> evaluations, however, are on different schedules (see <strong>Field</strong> Education calendar).<br />
Students must complete a learning contract, minimum <strong>of</strong> three process recordings (per semester), and end <strong>of</strong><br />
semester evaluations. Additional assignments may be required by the <strong>Field</strong> Instructor and/or Faculty Liason<br />
depending on the student’s learning needs and field site demands.<br />
Learning Objectives<br />
Students will:<br />
67<br />
A. Knowledge Objectives<br />
1. Develop an understanding <strong>of</strong> social structure and its implications <strong>for</strong> marginalized communities and<br />
populations.<br />
2. Develop an understanding <strong>of</strong> power structures and power relationships:<br />
• determine the structure <strong>of</strong> power in a social system<br />
• observe dynamics <strong>of</strong> power relationships in interactions<br />
• understand the power inherent in positions <strong>of</strong> authority and pr<strong>of</strong>essional expertise, and is
knowledgeable about equalizing that power imbalance.<br />
3. Gain knowledge <strong>of</strong> the impact <strong>of</strong> public policy, decisions and management implications in an area <strong>of</strong><br />
practice such as aging, child welfare, health, mental health, and so <strong>for</strong>th.<br />
4. Develop an understanding <strong>of</strong> how communities develop and function, including:<br />
• pertinent community history<br />
• demographic data<br />
• values<br />
• key institutions<br />
• strengths and assets<br />
• actual and potential leaders<br />
• key sub-groups<br />
• critical challenges.<br />
5. Develop knowledge <strong>of</strong> an agency, its history, services or programs, the community context, and<br />
interorganizational relationships necessary to promote community building.<br />
6. Develop an understanding <strong>of</strong> <strong>for</strong>mal organizations in these areas:<br />
• organizational vision, mission, mandates and goals<br />
• organizational structure<br />
• <strong>for</strong>mal and in<strong>for</strong>mal systems<br />
• external relationships including coalitions, partnerships, collaborations.<br />
7. Develop knowledge <strong>of</strong> management functions in <strong>for</strong>mal organizations in these areas:<br />
• organizing and staffing<br />
• planning and decision making<br />
• fiscal control and evaluation<br />
• leadership, motivation, and communication<br />
• organizational change and development.<br />
8. Increase understanding <strong>of</strong> human behavior in <strong>for</strong>mal organizations at these levels:<br />
• individuals<br />
• teams and small groups<br />
• sub-cultures<br />
• intra- and inter-organizational cooperation.<br />
9. Develop knowledge <strong>of</strong> in<strong>for</strong>mation technologies in management and community organizations, and<br />
demonstrate the ability to collect and process relevant in<strong>for</strong>mation.<br />
10. Deepen an understanding <strong>of</strong> the nature and range <strong>of</strong> pr<strong>of</strong>essional roles and relationships:<br />
• recognize the importance <strong>of</strong> self-awareness<br />
• identify the impact <strong>of</strong> culture, including gender, race, ethnicity, age, religion, sexual orientation<br />
and so <strong>for</strong>th on self and others<br />
• identify the variety <strong>of</strong> pr<strong>of</strong>essional roles such as – facilitator, leader, broker, organizer, negotiator,<br />
educator and manager.<br />
B. Skill Objectives<br />
1. Identify, define and help resolve community and organizational issues, problems, and conditions; and<br />
identify, define and document community and organizational assets and strengths.<br />
2. Demonstrate the ability to develop and implement a problem-solving sequence with an organization<br />
or community group:<br />
• relationship building<br />
• setting goals and objectives<br />
• leadership development<br />
• selection <strong>of</strong> strategies and tactics<br />
• action steps<br />
• implementation plan (budget, personnel, space/physical requirements)<br />
68
69<br />
• monitoring and evaluation<br />
3. Demonstrate the ability to establish effective and collaborative working relationships with people <strong>of</strong><br />
various cultural backgrounds and identities, especially with at-risk populations.<br />
4. Be able to advocate in political arenas through the development <strong>of</strong> political actions strategies based<br />
on policy analyses on local, state and/or national arenas.<br />
5. Demonstrate the ability to interview people, listen to and learn from individuals and groups from<br />
diverse economic, political, social and cultural backgrounds.<br />
6. Organize and staff effective task groups (standing committees, boards, adhoc committees, councils,<br />
action groups, etc.).<br />
7. Obtain administrative skills in organizing duties and activities, setting priorities, working under<br />
pressure, preparing clearly written records, reports and memos in a timely manner.<br />
8. Apply principles <strong>of</strong> research and evaluation to the practice setting.<br />
9. Create and/or manage an in<strong>for</strong>mation technology system <strong>for</strong> an organization or community.<br />
10. Develop self-awareness and constructive use <strong>of</strong> that self-awareness in practice and supervision;<br />
self-identify learning needs and communicate them to the <strong>Field</strong> Instructor.<br />
C. Attitude Objectives<br />
1. Demonstrate a commitment to social justice and to social work values reflected in the NASW Code <strong>of</strong><br />
Ethics.<br />
2. Show appreciation <strong>for</strong> the rich and positive contributions to community life brought by people <strong>of</strong><br />
diverse backgrounds, socio-economic levels and cultural groups; and sensitivity to the systemic barriers<br />
faced by these persons that are derived from inequitable policies and practices.<br />
3. Commit to clients and consumers as equal partners in social change endeavors.<br />
4. Understand the constructive use <strong>of</strong> conflict to promote social justice and community change, and<br />
productively manage conflict when it arises in community and administrative practice.<br />
5. Recognize and adhere to pr<strong>of</strong>essional boundaries with clients, constituents, and co-workers.<br />
Learning Contract<br />
All students, in collaboration with their <strong>Field</strong> Instructors and Faculty Liasons, must develop a learning contract<br />
in which they indicate how they will successfully demonstrate the MACRO knowledge, skills and attitude<br />
learning objectives. All MACRO students need to integrate these learning objectives and demonstrate<br />
competence in the following areas:<br />
• Policy analysis and development in the public, community or organizational arena;<br />
• Community assessment and intervention;<br />
• Organizational assessment and intervention;<br />
• Application <strong>of</strong> principles <strong>of</strong> multicultural practice;<br />
• Self awareness, development and pr<strong>of</strong>essional learning within the context <strong>of</strong> the NASW Code <strong>of</strong><br />
Ethics.<br />
It is primarily the responsibility <strong>of</strong> the student, in consultation with the <strong>Field</strong> Instructor and Faculty Liason,<br />
to be sure that learning assignments are undertaken that will demonstrate one’s abilities in these areas. The<br />
learning contract becomes the basis upon which the student is evaluated. Problems with designing and/or<br />
completing the learning contract need to be collaboratively addressed by the student, Instructor and Liaison.<br />
A learning contract template is available on the <strong>Field</strong> web site. The contract covers the key learning areas,<br />
activities to be undertaken to fulfill that learning area, expected outcomes, anticipated completion date, and<br />
whether or not the assignment was successfully completed. A copy <strong>of</strong> the learning contract, and any revisions,<br />
must be included with the end <strong>of</strong> semester evaluations.
<strong>for</strong>ms/calendars:<br />
70
Learning Contracts<br />
THESE FORMS ARE FOR VIEWING PURPOSES ONLY.<br />
ALL LEARNING CONTRACTS MUST BE SUBMITTED ELECTRONICALLY BY STUDENTS. FIELD INSTRUCTORS AND<br />
FACULTY LiasonS MAY VIEW FORMS WHILE IN PROGRESS IN STUDENT’S EFN.<br />
71
Foundation Learning Contract<br />
Student: <strong>Field</strong> Instructor: Liaison: Agency:<br />
Objectives Learning Strategies Evidence <strong>of</strong><br />
Accomplishments<br />
1. To understand social systems: the<br />
agency and its setting and role/function in<br />
the community; the community including<br />
other service delivery systems and the<br />
client systems.<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
2. To utilize a generic problem-solving<br />
model <strong>of</strong> practice<br />
Maintain a caseload <strong>of</strong> 3-5 clients<br />
Plan and facilitate a group (ie. Client, community<br />
or staff)<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
3. To develop basic skills in <strong>for</strong>ming helping<br />
relationships ethical decision-making<br />
working w/ diverse populations<br />
interviewing pr<strong>of</strong>essional use <strong>of</strong> self<br />
reflection.<br />
4. To be able to meet the time<br />
management, record keeping, and report<br />
writing expectations <strong>of</strong> the agency.<br />
Plan and Carry out an administrative or<br />
community assignment.<br />
Weekly Supervision with FI<br />
Complete a minimum <strong>of</strong> 3 process recordings<br />
each semester.<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
5. Other objectives as determined by<br />
student, field instructor and/or faculty<br />
liaison.<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
Page 1 <strong>of</strong> 1<br />
Projected Date <strong>of</strong><br />
Completion<br />
72
Advanced-Clinical Learning Contract<br />
Student: <strong>Field</strong> Instructor: Liaison: Agency:<br />
Objectives Learning Strategies Evidence <strong>of</strong> Accomplishments Projected Date<br />
<strong>of</strong> Completion<br />
1. To Demonstrate knowledge <strong>of</strong> human<br />
behavior and development Student:<br />
<strong>Field</strong> Instructor Comments:<br />
2. To demonstrate evidence-based<br />
practice intervention <strong>for</strong> individuals,<br />
families and groups<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
3. To assess, plan, carry out and evaluate<br />
clinical interventions Student:<br />
<strong>Field</strong> Instructor Comments:<br />
4. To apply principles <strong>of</strong> multicultural<br />
practice Student:<br />
<strong>Field</strong> Instructor Comments:<br />
5. To demonstrate self awareness,<br />
development, and pr<strong>of</strong>essional learning<br />
within the context <strong>of</strong> the NASW Code <strong>of</strong><br />
Ethics<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
6. Other objectives as determined by<br />
student, field instructor and/or faculty<br />
liaison<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
Page 1 <strong>of</strong> 1<br />
73
MACRO Learning Contract<br />
Student: <strong>Field</strong> Instructor: Liaison: Agency:<br />
Learning Areas Projects/Activities that<br />
Address Learning Area<br />
1. Policy analysis and<br />
development in the public,<br />
community or organizational<br />
arena.<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
Student:<br />
Expected Outcomes Target<br />
Completion Date<br />
<strong>Field</strong> Instructor Comments:<br />
2. Community assessment and<br />
intervention. Student:<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
<strong>Field</strong> Instructor Comments:<br />
3. Organizational assessment<br />
and intervention. Student:<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
<strong>Field</strong> Instructor Comments:<br />
4. Application <strong>of</strong> principles <strong>of</strong><br />
multicultural practice. Student:<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
<strong>Field</strong> Instructor Comments:<br />
5. Self-awareness, development<br />
and pr<strong>of</strong>essional learning<br />
within the context <strong>of</strong> the<br />
NASW code <strong>of</strong> ethics. **<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
6. Other learning areas as<br />
determined by student,<br />
instructor and/or liaison.<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
Student:<br />
<strong>Field</strong> Instructor Comments:<br />
Page 1 <strong>of</strong> 1<br />
Projected Date<br />
<strong>of</strong> Completion<br />
74
Semester Evaluations<br />
THESE FORMS ARE FOR VIEWING PURPOSES ONLY.<br />
ALL EVALUATIONS MUST BE SUBMITTED ELECTRONICALLY BY THE FIELD INSTUCTOR BEFORE THE STUDENT<br />
CAN VIEW THEM IN THEIR EFN.<br />
75
UNIVERSITY OF MARYLAND<br />
FIELD EDUCATION<br />
SCHOOL OF SOCIAL WORK SWCL 794-795<br />
Mid-Semester Assessment<br />
A mid-semester evaluation is required <strong>for</strong> all students during the first semester <strong>of</strong> a field placement. The Faculty<br />
<strong>Field</strong> Liaison may also require a mid-semester evaluation <strong>for</strong> the second semester.<br />
Fall (<strong>School</strong> Year)<br />
Student:<br />
Date Submitted:<br />
Student Status:<br />
Agency:<br />
<strong>Field</strong> Instructor:<br />
Faculty Liaison:<br />
This evaluation is <strong>for</strong>:<br />
At mid-semester this student is:<br />
Please write a brief statement that describes<br />
a) the student's initial adaptation to agency<br />
b) the student's learning style<br />
c) the student's participation in the teaching-learning process<br />
d) the student's level <strong>of</strong> per<strong>for</strong>mance in relation to expectations<br />
*If you have indicated that the student is either in need improvement or is failing, please be specific about the<br />
discrepancy between the student's level <strong>of</strong> per<strong>for</strong>mance and the expectations. Please attach additional pages if<br />
necessary. Thank you.<br />
Notice:<br />
This evaluation will immediately become viewable to the student and liaison if you click on 'Submit'. If you are not<br />
ready to submit this evaluation, please click on 'Cancel' below. Warning: Clicking 'Cancel' will erase your work. If<br />
you wish to save what you have typed, copy and paste your comments to another document such as Micros<strong>of</strong>t<br />
Word <strong>for</strong> later use.<br />
Cancel Submit 76
UNIVERSITY OF MARYLAND<br />
FIELD EDUCATION<br />
SCHOOL OF SOCIAL WORK SOWK 635-636<br />
FOUNDATION FIELD INSTRUCTION END OF SEMESTER EVALUATION<br />
Student:<br />
Date:<br />
<strong>Field</strong> Instructor:<br />
Liaison:<br />
Agency:<br />
Semester:<br />
Fall<br />
Spring<br />
This evaluation is an educational tool <strong>for</strong> the use <strong>of</strong> the field instructor, student, and <strong>School</strong>. It is<br />
not a reference statement and will not be used by the school as such. As an educational tool,<br />
the evaluation should do two things:<br />
1. Reflect the pr<strong>of</strong>essional judgment <strong>of</strong> the field instructor in the assessment <strong>of</strong> the degree<br />
to which the student has demonstrated achievement <strong>of</strong> the specific learning objectives,<br />
listed on the course syllabus; and in the overall conclusion about the student's<br />
per<strong>for</strong>mance and recommendation <strong>of</strong> a grade.<br />
2. Provide <strong>for</strong> the student a differentiated description <strong>of</strong> his or her practice in indicating<br />
relative strengths and weaknesses. This differentiated description gives an indication to<br />
the student and field instructor <strong>of</strong> areas <strong>of</strong> future educational need and <strong>of</strong> special<br />
expertise.<br />
This evaluation, which is to be discussed with and signed by the student, consists <strong>of</strong> two parts:<br />
Part One evaluates the student's per<strong>for</strong>mance, at that point in the school year, in each <strong>of</strong> the<br />
broad curriculum areas. There are three possible choices: "PASS", "NEEDS IMPROVEMENT",<br />
AND "FAIL".<br />
Part Two is an integrative summary section. This is an opportunity <strong>for</strong> the <strong>Field</strong> Instructor to pull<br />
together, in an individualized way, his or her overall impressions <strong>of</strong> the student's per<strong>for</strong>mance to<br />
date in foundation field instruction.<br />
77
PART ONE<br />
FOCAL LEARNING AREAS<br />
I. Social Work Perspectives, theories, and knowledge<br />
Pass<br />
Needs<br />
Improvement<br />
Fail<br />
Comments:<br />
II.<br />
Social work systems; (i.e. agencies, communities, groups,<br />
families, and individuals.<br />
Comments:<br />
III. Generic problem solving model <strong>of</strong> practice<br />
Comments:<br />
IV. Intervention Strategies (generalist skills)<br />
Comments:<br />
V. Social work relationships<br />
Comments:<br />
VI. Communication<br />
Comments:<br />
VII. Work with diversity<br />
Comments:<br />
VIII. Work management<br />
Comments:<br />
78
PART TWO<br />
Narrative:<br />
RECOMMENDED GRADE:<br />
<strong>Field</strong> Instructor’s Signature<br />
Student’s Signature<br />
Date<br />
Date<br />
79
UNIVERSITY OF MARYLAND<br />
FIELD EDUCATION<br />
SCHOOL OF SOCIAL WORK SWCL 794-795<br />
ADVANCED CLINICAL FIELD INSTRUCTION EVALUATION<br />
Student:<br />
Date:<br />
<strong>Field</strong> Instructor:<br />
Date:<br />
Agency:<br />
Semester:<br />
This evaluation is an education tool <strong>for</strong> the use <strong>of</strong> the field Instructor, student, and the school. As<br />
an educational device, the evaluation and the process comprising it should:<br />
1. Reflect the pr<strong>of</strong>essional judgment <strong>of</strong> the field instructor in the assessment <strong>of</strong> specific<br />
practice behaviors, and in reaching an overall conclusion about the student’s per<strong>for</strong>mance.<br />
2. Provide <strong>for</strong> the student a differentiated description <strong>of</strong> his or her practice indicating relative<br />
strengths and weaknesses. The differentiated description gives indication to the student<br />
and field instructor <strong>of</strong> future training needs and <strong>of</strong> special expertise.<br />
This evaluation consists <strong>of</strong> three sections:<br />
The first should be a brief statement <strong>of</strong> the student’s field assignments, as a way <strong>of</strong> establishing a<br />
context <strong>for</strong> the judgments.<br />
Next, the student’s per<strong>for</strong>mance is evaluated in each <strong>of</strong> the curriculum areas. At the end <strong>of</strong> the<br />
first <strong>of</strong> the two advanced practice field education semesters, the student should demonstrate<br />
expected behaviors in all areas (where there has been opportunity to do so). If there is any area<br />
<strong>of</strong> non-demonstration <strong>of</strong> expected behavior, the student should be considered as having failing<br />
field.<br />
Areas where there is a lack <strong>of</strong> consistency in engaging in expected behaviors constituting<br />
special learning problem areas should be noted, and a teaching-learning plan and contract should<br />
be developed by the field instructor and student. Such areas <strong>of</strong> inconsistency in expected<br />
behaviors should be carefully assessed with regard to overall per<strong>for</strong>mance indicators to determine<br />
whether there is a evidence <strong>of</strong> potential <strong>for</strong> improvement <strong>of</strong> not.<br />
Finally, there is an integrative summary section. This is an opportunity to pull together, in an<br />
individual way, your impressions <strong>of</strong> the student’s field work per<strong>for</strong>mance to date.<br />
80
Part I: Assignments<br />
Number <strong>of</strong> Indiduals: Number <strong>of</strong> Families: Number <strong>of</strong> Groups:<br />
Briefly outline the student’s field work responsibilities and give an overview <strong>of</strong> the individuals,<br />
families, and/or groups with whom the student has worked.<br />
81
Part II: Curriculum Objectives<br />
The categories on the following pages are objectives in the Advanced Clinical Practice <strong>Field</strong> Instruction<br />
Guide. Please note the student’s per<strong>for</strong>mance by checking the appropriate column “Pass”, “Pass-(Needs<br />
Improvement’), “Fail”, or “No Opportunity to Observe”. Please provide illustration <strong>of</strong> your concerns by<br />
elaborating about the student’s inconsistent behavior in the space provided following this section. Refer to<br />
the Learning Objectives <strong>for</strong> Advanced Clinical Practice <strong>Field</strong> Instruction <strong>for</strong> more detailed descriptions <strong>of</strong><br />
each <strong>of</strong> the following objectives.<br />
KNOWLEDGE OBJECTIVES<br />
A. Develop knowledge about the broad social context<br />
within which clinical transactions take place .<br />
B. Develop knowledge about the agency, it’s history,<br />
services or programs, the community context, and<br />
interorganizational relationships.<br />
C. Gain Knowledge about human behavior (e.g. multicausal<br />
nature, systemic Concepts, bio-psychosocial<br />
concepts, socio-cultural determinants, oppression,<br />
life-cycle perspective, personality development,<br />
theories <strong>of</strong> psychopathology, trauma)<br />
D. Develop knowledge about the structure and dynamics<br />
<strong>of</strong> groups.<br />
E. Develop knowledge about the structure and dynamics<br />
<strong>of</strong> families .<br />
F. Develop knowledge <strong>of</strong> principles governing effective<br />
communication with and on behalf <strong>of</strong> clients,<br />
particularly with populations at risk<br />
G. Develop knowledge <strong>of</strong> pr<strong>of</strong>essional role (e.g. selfawareness,<br />
pr<strong>of</strong>essional relationships, ethical relationships,<br />
different roles <strong>of</strong> the social worker).<br />
H. Elaborate the ways in which individuals diverse<br />
characteristics (e.g. social status race, ethnicity, age,<br />
gender, sexual orientation, spirituality, and health<br />
status) impact their abilities to access services and<br />
effect client transactions.<br />
I. Develop Knowledge <strong>of</strong> evidence based interventions.<br />
SKILL OBJECTIVES<br />
A. Ability to implement role demand and an advanced<br />
student.<br />
B. Ability to engage clients in a pr<strong>of</strong>essional relationship.<br />
C. Ability to assess the request and need <strong>for</strong> help.<br />
D. Ability to judge the degree <strong>of</strong> urgency in the<br />
client’s request <strong>for</strong> service.<br />
E. Ability to recognize the impact <strong>of</strong> diversity, social and<br />
economic injustice, and oppress-ion on social work<br />
practice.<br />
Pass<br />
Pass – Needs<br />
Improvement Fail<br />
No Opportunity<br />
to Observe<br />
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F. Ability to act within the agency system in response to<br />
client need and advocate <strong>for</strong> change when needed.<br />
G. Ability to facilitate referrals to connect clients to<br />
resources outside the agency.<br />
H. Ability to <strong>for</strong>mulate a culturally sensitive assessment<br />
<strong>of</strong> client behavior.<br />
I. Ability to link the assessment to the plan <strong>for</strong><br />
intervention.<br />
J. Ability to establish a helping contact.<br />
K. Ability to reaffirm or to negotiate contracts based<br />
on on-going assessment.<br />
L. Ability to select and use varied modalities <strong>of</strong><br />
intervention.<br />
M. Ability to identify and to understand one’s own<br />
patterns <strong>of</strong> behavior within the clinical transaction.<br />
N. Ability to observe and to report on the clinical<br />
process on an advanced level.<br />
O. Ability to assess the effectiveness <strong>of</strong> one’s<br />
intervention.<br />
P. Ability to demonstrate progressive skills toward<br />
assuming a leadership position in field.<br />
Q. Ability to demonstrate engage in ethical decision<br />
making.<br />
ATTITUDE OBJECTIVES<br />
A. Demonstrate a commitment to social and economic<br />
justice and to social work values reflected in the<br />
NASW Code <strong>of</strong> Ethics.<br />
B. Show appreciation <strong>for</strong> the rich and positive<br />
contributions to community life brought by people <strong>of</strong><br />
diverse backgrounds, socioeconomic levels and cultural<br />
groups; and sensitivity to the systemic barriers<br />
faced by these persons that are derived from inequitable<br />
policies and practices.<br />
C. Commit to clients and consumers as equal partners in<br />
social change endeavors.<br />
D. Recognize and adhere to pr<strong>of</strong>essional boundaries<br />
with clients, constituents, and co-workers.<br />
E. Commit to ongoing pr<strong>of</strong>essional development.<br />
83
Comments:<br />
Part III: Narrative<br />
Please give your overall impression <strong>of</strong> the capabilities <strong>of</strong> this student. Focus on areas <strong>of</strong> importance to<br />
you as a field instructor. This narrative should clearly support your recommended grade <strong>of</strong> PASS or<br />
FAIL. Please indicate the specific learning contract involved when the grade is recommended.<br />
RECOMMENDED GRADE:<br />
<strong>Field</strong> Instructor’s Signature<br />
Student’s Signature<br />
Date<br />
Date<br />
84
UNIVERSITY OF MARYLAND<br />
FIELD EDUCATION<br />
SCHOOL OF SOCIAL WORK SWCL 794-795<br />
MACRO <strong>Field</strong> Evaluation<br />
Student:<br />
Date:<br />
<strong>Field</strong> Instructor:<br />
Date:<br />
Agency:<br />
Semester:<br />
This evaluation is an education tool <strong>for</strong> the use <strong>of</strong> the field Instructor, student, and the school. As an<br />
educational device, the evaluation and the process comprising it should:<br />
1. Reflect the pr<strong>of</strong>essional judgment <strong>of</strong> the field instructor in the assessment <strong>of</strong> specific learning<br />
areas (as delineated in the learning contract) and in reaching an overall conclusion about the<br />
student’s per<strong>for</strong>mance.<br />
2. Provide <strong>for</strong> the student a differentiated description <strong>of</strong> his or her practice (e.g. knowledge,<br />
skills, attitudes) indicating relative strengths and weaknesses. The differentiated description<br />
gives indication to the student and field instructor current and future training needs and <strong>of</strong><br />
special expertise.<br />
This evaluation is based on fulfillment <strong>of</strong> the learning contract, which is included with this evaluation,<br />
and on demonstrated competence <strong>of</strong> the learning objectives (as listed in the curriculum statement).<br />
The evaluation consists <strong>of</strong> three parts:<br />
1. A brief statement <strong>of</strong> the student’s field assignments as delineated in the learning contract to<br />
establish a context <strong>for</strong> assessment.<br />
2. An evaluation <strong>of</strong> the student’s per<strong>for</strong>mance <strong>for</strong> each Learning Objective. If there is any area<br />
<strong>of</strong> non-demonstration <strong>of</strong> expected learning objectives, the student should be considered as<br />
having failed field.<br />
At the completion <strong>of</strong> the first (<strong>of</strong> two) advanced field instruction semesters, the<br />
student should demonstrate expected behaviors in all areas. If there has not been an<br />
opportunity to address an objective, then an indication <strong>of</strong> how that objective will be<br />
met in the second semester should be <strong>of</strong>fered. Areas where there is a lack <strong>of</strong><br />
consistency in engaging in expected learning (knowledge, skills, attitudes) constitute<br />
special learning problem areas and should be so noted and a learning plan designed.<br />
If a “needs improvement” is checked, then an indication <strong>of</strong> how the student will<br />
85
improve (e.g. new activities) should be made. The Learning Contract should be<br />
amended to reflect any changes or additions.<br />
At the end <strong>of</strong> the second semester <strong>of</strong> advanced field instruction, the student should<br />
have successfully fulfilled his/her learning contract and thus, demonstrated<br />
competence in the MACRO learning objectives.<br />
3. An integrative summary section, which provides an opportunity to synthesize, in an individual<br />
way, the field supervisor’s impressions <strong>of</strong> the student’s field work per<strong>for</strong>mance to date.<br />
<strong>Field</strong> Work Assignments<br />
Provide a brief description <strong>of</strong> the student’s responsibilities as delineated in the learning contract. Note those<br />
responsibilities that are completed, ongoing and planned <strong>for</strong> the future. Indicate if there are any gaps in the<br />
learning contract with respect to the learning objectives.<br />
86
Learning Objectives<br />
The categories on the following pages are learning objectives from the statement on MACRO <strong>Field</strong> Instruction. Please<br />
note the student's per<strong>for</strong>mance by checking the appropriate column. Please provide illustration <strong>of</strong> your concerns by<br />
elaborating about the student's per<strong>for</strong>mance (e.g. lack <strong>of</strong> competency, inconsistency) in the space following each<br />
section. Please refer to the Learning Objectives <strong>for</strong> MACRO <strong>Field</strong> Instruction <strong>for</strong> more detailed descriptions <strong>of</strong> each <strong>of</strong><br />
the following objectives.<br />
KNOWLEDGE OBJECTIVES<br />
1. Develop and understanding <strong>of</strong> social structure and<br />
its implications <strong>for</strong> marginalized communities and<br />
populations.<br />
2. Develop an understanding <strong>of</strong> power structures and<br />
power relationships.<br />
Pass<br />
Needs<br />
Improvement Fail<br />
No Opportunity<br />
to Observe<br />
Gain knowledge <strong>of</strong> the impact <strong>of</strong> public policy,<br />
decisions and management implications in an area<br />
<strong>of</strong> practice such as aging, child welfare, health,<br />
mental health, and so <strong>for</strong>th.<br />
2. Develop knowledge about the structure and dynamics<br />
<strong>of</strong> groups.<br />
3. Develop knowledge about the structure and dynamics<br />
<strong>of</strong> families .<br />
4. Develop knowledge <strong>of</strong> principles governing effective<br />
communication with and on behalf <strong>of</strong> clients,<br />
particularly with populations at risk<br />
5. Develop knowledge <strong>of</strong> pr<strong>of</strong>essional role (e.g. selfawareness,<br />
pr<strong>of</strong>essional relationships, ethical relationships,<br />
different roles <strong>of</strong> the social worker).<br />
6. Elaborate the ways in which individuals diverse<br />
characteristics (e.g. social status race, ethnicity, age,<br />
gender, sexual orientation, spirituality, and health<br />
status) impact their abilities to access services and<br />
effect client transactions.<br />
7. Develop Knowledge <strong>of</strong> evidence based interventions.<br />
SKILL OBJECTIVES<br />
A. Ability to implement role demand and an advanced<br />
student.<br />
B. Ability to engage clients in a pr<strong>of</strong>essional relationship.<br />
C. Ability to assess the request and need <strong>for</strong> help.<br />
D. Ability to judge the degree <strong>of</strong> urgency in the<br />
client’s request <strong>for</strong> service.<br />
E. Ability to recognize the impact <strong>of</strong> diversity, social and<br />
economic injustice, and oppress-ion on social work<br />
practice.<br />
F. Ability to act within the agency system in response to<br />
client need and advocate <strong>for</strong> change when needed.<br />
87
G. Ability to facilitate referrals to connect clients to<br />
resources outside the agency.<br />
H. Ability to <strong>for</strong>mulate a culturally sensitive assessment<br />
<strong>of</strong> client behavior.<br />
I. Ability to link the assessment to the plan <strong>for</strong><br />
intervention.<br />
J. Ability to establish a helping contact.<br />
K. Ability to reaffirm or to negotiate contracts based<br />
on on-going assessment.<br />
L. Ability to select and use varied modalities <strong>of</strong><br />
intervention.<br />
M. Ability to identify and to understand one’s own<br />
patterns <strong>of</strong> behavior within the clinical transaction.<br />
N. Ability to observe and to report on the clinical<br />
process on an advanced level.<br />
O. Ability to assess the effectiveness <strong>of</strong> one’s<br />
intervention.<br />
P. Ability to demonstrate progressive skills toward<br />
assuming a leadership position in field.<br />
Q. Ability to demonstrate engage in ethical decision<br />
making.<br />
ATTITUDE OBJECTIVES<br />
A. Demonstrate a commitment to social and economic<br />
justice and to social work values reflected in the<br />
NASW Code <strong>of</strong> Ethics.<br />
B. Show appreciation <strong>for</strong> the rich and positive<br />
contributions to community life brought by people <strong>of</strong><br />
diverse backgrounds, socioeconomic levels and cultural<br />
groups; and sensitivity to the systemic barriers<br />
faced by these persons that are derived from inequitable<br />
policies and practices.<br />
C. Commit to clients and consumers as equal<br />
partners in social change endeavors.<br />
D. Recognize and adhere to pr<strong>of</strong>essional<br />
boundaries with clients, constituents, and<br />
co-workers.<br />
E. Commit to ongoing pr<strong>of</strong>essional development.<br />
88
Comments:<br />
Part III: Narrative<br />
Please give your overall impression <strong>of</strong> the capabilities <strong>of</strong> this student. Focus on areas <strong>of</strong> importance to<br />
you as a field instructor. This narrative should clearly support your recommended grade <strong>of</strong> PASS or<br />
FAIL. Please indicate the specific learning contract involved when the grade is recommended.<br />
RECOMMENDED GRADE:<br />
<strong>Field</strong> Instructor’s Signature<br />
Student’s Signature<br />
Date<br />
Date<br />
89
<strong>University</strong> <strong>of</strong> <strong>Maryland</strong> <strong>School</strong> <strong>of</strong> Social Work<br />
<strong>2013</strong>-<strong>2014</strong> <strong>Field</strong> Education Calendar (Regular and Extended)<br />
AUGUST SEPTEMBER OCTOBER NOVEMBER<br />
July 31 New <strong>Field</strong> Instructors’ Orientation<br />
at UMSSW, 8:30am-12:30pm<br />
7 New <strong>Field</strong> Instructors’ Orientation at<br />
Shady Grove, 8:30am-12:30pm<br />
15 New <strong>Field</strong> Instructors’ Orientation at<br />
UMSSW, 8:30am-12:30pm<br />
26 General <strong>School</strong> Orientation <strong>for</strong> all new<br />
students, 9:30am-2:00pm<br />
2 LABOR DAY - NO FIELD<br />
EDUCATION<br />
3 Classes Begin<br />
Foundation Practicum/First Year<br />
(Tu/Th placements) students<br />
report to their agencies<br />
All Advanced students report to<br />
their agencies<br />
5 Monthly Report and<br />
Process Recording due <strong>for</strong> all<br />
students<br />
Individual Learning Contract<br />
due to Faculty Liaison <strong>for</strong><br />
Advanced Extended students<br />
25 Mid-Semester Evaluation<br />
due <strong>for</strong> all regular students<br />
5 Monthly Report and Process<br />
Recording due <strong>for</strong> all students<br />
8 Mid-Semester Evaluation<br />
due <strong>for</strong> Advanced Extended<br />
students<br />
28 – Dec 1 THANKSGIVING<br />
RECESS - NO FIELD<br />
EDUCATION<br />
Advanced Standing students entering <strong>Field</strong><br />
at UMSSW <strong>for</strong> the first time report to<br />
UMSSW <strong>for</strong> "Introduction to <strong>Field</strong><br />
Education," 1:30-5:00pm<br />
27-28 FOUNDATION STUDENTS<br />
ENTERING FIELD MUST REGISTER AND<br />
ATTEND a one day FIELD EDUCATION<br />
ORIENTATION scheduled on Tuesday,<br />
August 28 or Wednesday, August 29th from<br />
8:30 a.m. to 4:30 p.m. in the <strong>School</strong> <strong>of</strong><br />
Social Work Auditorium. Lunch provided by<br />
the Student Government Association!<br />
Students will be notified by email in July<br />
and the registration <strong>for</strong>m will be available<br />
online at that time<br />
4 Foundation Practicum/First Year<br />
(M/W placements) students report<br />
to their agencies<br />
27 Individual Learning Contract<br />
due to Faculty Liaison <strong>for</strong> all<br />
regular students<br />
Updated 6/25/13<br />
90
<strong>2013</strong>-<strong>2014</strong><br />
DECEMBER JANUARY FEBRUARY MARCH<br />
5 Monthly Report and Process Recording<br />
due <strong>for</strong> all students<br />
6 Semester Evaluation Due <strong>for</strong> Regular<br />
Students<br />
13 Fall Semester <strong>Field</strong> ends <strong>for</strong> regular<br />
students<br />
2 <strong>Field</strong> Education <strong>for</strong> Spring<br />
Semester Begins.<br />
<strong>Field</strong> Education resumes <strong>for</strong><br />
Advanced Extended students<br />
10 Semester Evaluation Due <strong>for</strong><br />
Advanced Extended students<br />
1 Deadline <strong>for</strong> submission <strong>of</strong><br />
<strong>2014</strong>-2015 <strong>Field</strong> Placement<br />
applications <strong>for</strong> current<br />
students<br />
5 Monthly Report and<br />
Process Recording due <strong>for</strong> all<br />
students<br />
5 Monthly Report and Process<br />
Recording due <strong>for</strong> all students<br />
17 - 23 SPRING BREAK<br />
NO FIELD EDUCATION<br />
Winter break <strong>for</strong> Extended <strong>Field</strong><br />
Students begins<br />
20 MARTIN LUTHER KING, JR.<br />
BIRTHDAY - NO FIELD<br />
EDUCATION<br />
21 Mid-Semester Evaluation<br />
due if required by <strong>Field</strong><br />
Instructor or Faculty Liaison<br />
WINTER RECESS - NO FIELD EDUCATION<br />
27 Start <strong>of</strong> Spring Semester <strong>for</strong><br />
Advanced Extended <strong>Field</strong> students<br />
Updated 6/25/13<br />
91
<strong>2013</strong>-<strong>2014</strong><br />
APRIL MAY JUNE JULY<br />
2 JOB FAIR at UMSSW - NO FIELD<br />
FOR ADVANCED STUDENTS<br />
ATTENDING THE JOB FAIR<br />
5 Monthly Report and Process<br />
Recording due <strong>for</strong> all students<br />
11 Final Evaluation Due <strong>for</strong> Regular<br />
Students<br />
FIELD EDUCATION ENDS FOR<br />
REGULAR ADVANCED STUDENTS<br />
5 Monthly Report due <strong>for</strong><br />
Advanced Extended students<br />
16 COMMENCEMENT<br />
26 MEMORIAL DAY - NO<br />
FIELD EDUCATION<br />
5 Monthly Report due <strong>for</strong><br />
Advanced Extended students<br />
4 INDEPENDENCE DAY - NO<br />
FIELD EDUCATION<br />
11 Final Evaluation Due <strong>for</strong><br />
Advanced Extended <strong>Field</strong><br />
students<br />
18 FIELD EDUCATION ENDS<br />
FOR ADVANCED EXTENDED<br />
STUDENTS<br />
Mid-Semester evaluation due <strong>for</strong><br />
Advanced Extended students if required<br />
by <strong>Field</strong> Instructor or Faculty Liaison<br />
18 FIELD EDUCATION ENDS FOR<br />
FOUNDATION STUDENTS<br />
Extended <strong>Field</strong> Students are Advanced Students who are in <strong>Field</strong> 2 days/week from September through July<br />
All assignments (Monthly Reports, Process Recordings and Evaluations) must be completed in the online Electronic <strong>Field</strong> Notebook (EFN)<br />
Updated 6/25/13<br />
92