Field Manual for 2013-2014 - University of Maryland School of ...

UNIVERSITY OF MARYLAND
SCHOOL OF SOCIAL WORK
2013-2014
MSW FIELD EDUCATION MANUAL

2013-2014
FIELD EDUCATION
MANUAL

I. INTRODUCTION..................................................................................................... 4
FACULTY & STAFF................................................................................................. 5
II. SCHOOL OF SOCIAL WORK MISSION STATEMENT...............................................7
III. GOALS AND OBJECTIVES OF THE MSW PROGRAM............................................7
IV. OVERVIEW OF FIELD EDUCATION....................................................................... 8
V. FIELD EDUCATION MODEL
A. Foundation Field Practicum............................................................................ 9
B. Advanced Field Practicum............................................................................... 10
Extended Field Placement........................................................................... 10
C. Concentrations................................................................................................ 10
D. Specializations................................................................................................. 11
VI. STANDARDS FOR FIELD EDUCATION.................................................................. 13
VII. EXPECTATIONS OF THE AGENCY, THE FIELD INSTRUCTOR, THE SCHOOL,
AND THE STUDENT
A. Expectations of the Agency............................................................................. 14
B. Expectations of the Field Instructor................................................................ 14
C. Expectations of the School and Liaison Faculty............................................... 15
D. Expectations of the Student............................................................................ 16
VIII. PLACEMENT OF STUDENTS
A. Field Education Placement Policies................................................................. 18
B. Field Placement Process.................................................................................. 18
IX. OPERATIONAL POLICIES FOR FIELD EDUCATION
A. Field Education Hours, Holidays, and Absences.............................................. 19
B. Grading............................................................................................................ 20
C. Stipends........................................................................................................... 21
D. Employment-Based Field Education................................................................ 21
E. Procedures for Resolution of Field Problems.................................................. 22
X. ADMINISTRATION OF THE OFFICE OF FIELD EDUCATION
A. Responsibility.................................................................................................. 23
B. Office of Field Education Faculty and Administration..................................... 23
C. Faculty Field Committee.................................................................................. 23
2table of contents

APPENDICES
NASW CODE OF ETHICS......................................................................................... 25
STATEMENT ON NONDISCRIMINATION................................................................. 44
ADA POLICY AND PROCEDURES............................................................................. 45
STATEMENT ON SEXUAL HARASSMENT................................................................. 46
FIELD EDUCATION COURSE SYLLABI:
SOWK 635-636 Foundation Field Practicum.............................................. 48
SWCL 794-795 Advanced Clinical Field Practicum..................................... 59
SWOA 794-795 Advanced MACRO Field Practicum................................... 69
FORMS................................................................................................................... 70
CALENDAR............................................................................................................. 90
All forms, Learning Contracts, Process Recording Formats, Monthly Reports, and Evaluations are available in
the student’s Web-based Field Notebook.
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Please call us or stop by the Office of Field Education located on the 5th Floor.
fieldeducation@ssw.umaryland.edu or 410-706-7187
Field Coordinators and Administrative Staff:
Franklin C. Chappell, MSW, LCSW-C
Clinical Assistant Professor and Coordinator for Field Education
FChappell@ssw.umaryland.edu
Randa H. Deacon, MSW
Assistant Coordinator for Field Education
RDeacon@ssw.umaryland.edu
Gisele Ferretto, MSW, LCSW-C
Clinical Instructor and Assistant Coordinator for Field Education
GFerretto@ssw.umaryland.edu
Andrea Judson, MSW, LCSW-C
Clinical Instructor and Coordinator for Field Education
AJudson@ssw.umaryland.edu
faculty & staff
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Coretta McKenzie, BS
Administrative Assistant
CMcKenzie@ssw.umaryland.edu
Shamyla Tareen, MSW, LGSW
Academic Coordinator
stareen@ssw.umaryland.edu
Sheila Y. Snowden, MSW, , LCADC, LCSW-C
Clinical Instructor and Coordinator for Field Education
SSnowden@ssw.umaryland.edu
Victoria D. Stubbs, MSW, LICSW
Clinical Instructor and Coordinator for Field Education
VStubbs@ssw.umaryland.edu

II. SCHOOL OF SOCIAL WORK MISSION STATEMENT
Our mission at the University of Maryland School of Social Work is to develop practitioners,
leaders, and scholars to advance the well-being of people and communities and to promote
social justice. As national leaders, we create and use knowledge for education, service
innovation, and policy development.
III. GOALS AND OBJECTIVES OF THE MSW PROGRAM
The goals of the MSW program are:
mission, goals, etc.
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1. To prepare students for advanced practice with individuals, families,
groups, organizations, and communities.
2. To prepare students to practice in a manner that reflects the
principles underlying the social work code of ethics.
3. To prepare students to practice effectively with and on behalf of
people and systems of diverse backgrounds and needs.
4. To prepare students to practice with and on behalf of vulnerable
populations, populations-in-need, and oppressed populations.
5. To prepare students to practice in a manner that promotes social and
economic justice.
6. To prepare students to practice utilizing a framework that includes a
person-in-environment perspective and a strengths model.
7. To prepare students for advanced practice in a method of
concentration and an area of specialization.
8. To prepare students to appreciate the importance of continuing
professional development and contributing to the knowledge and
skill base of the profession.
The objectives of the MSW program are to produce graduates who
are able:
1. To apply critical thinking skills within professional contexts, including
synthesizing and applying appropriate theories and knowledge to
practice interventions.
2. To practice within the values and ethics of the social work profession and
with an understanding of, and respect for, the positive value of diversity.
3. To demonstrate the professional use of self.
4. To understand the forms and mechanisms of oppression and discrimination and the
strategies and skills of change that advance social and economic justice.

5. To understand and interpret the history of the social work profession and its current structure
and issues.
6. To apply the knowledge and skills of a generalist social work perspective to practice with
systems of all sizes.
7. To apply the knowledge and skills of advanced social work practice in a method of
concentration and an area of specialization.
8. To critically analyze and apply knowledge of bio-psycho-social variables that affect individual
development and behavior, and use theoretical frameworks to understand the interactions
among individuals and between individuals and social systems (i.e. families, groups,
organizations, and communities).
9. To analyze the impact of social policies on client systems, workers, and agencies and
demonstrate skills for influencing policy formulation and change.
10. To evaluate relevant research studies and apply findings to practice, and demonstrate skills
in quantitative and qualitative research design, data analysis, and knowledge dissemination.
11. To conduct empirical evaluations of their own practice interventions and those of other
relevant systems.
12. To use communication skills differentially with a variety of client populations, colleagues,
and members of the community.
13. To use supervision and consultation appropriate to advanced practice in an area of
concentration.
14. To function successfully within the structure of organizations and service delivery systems
and seek necessary organizational change.
IV. OVERVIEW OF FIELD EDUCATION
It is through the integration of the theoretical material presented in the classroom and the
opportunity for guided practice available through field instruction that University of Maryland
School of Social Work students are prepared for professional practice. This integration of
classroom theory and the realities of practice is facilitated by the efforts of the agency Field
Instructor, the Faculty Liason, the student, and the classroom assignments that draw upon
Field content.
Field Education is a required part of the curriculum with specific learning objectives for the
student. These objectives are identified in the syllabus for each of the Field Education courses.
The appropriate syllabus is provided, as part of the Field Education manual, to the student and
the Field Instructor at the beginning of the academic year.
The purpose of this manual is to provide the agencies, the Field Instructors, and the students
with a description of the School’s Field Education model as well as the standards, policies,
and procedures that the Field Education Office utilizes in the selection of placement sites, the
f.e. overview
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placement of students, and the evaluation of the student’s progress toward meeting the course
objectives.
V. FIELD EDUCATION MODEL
The School utilizes a concurrent model of Field Education that requires students to take
classroom methods courses while in field placement. Included in a student’s plan of study will
be two different field placements in social service agencies, departments, or other service
delivery systems located throughout the State of Maryland and surrounding areas. Field
placements are during traditional workday hours. Students may not request nor will the Field
Education program seek to arrange placements that are during evening and/or weekend hours.
A. Foundation Field Practicum
First year field placements for the Foundation Field Practicum are made by the Field Education
faculty and are based on developing generic skills in a site that expands on the student’s
previous experience. Since the development of competence is a lengthy and complex process,
students need to be able to work across many different areas to develop a solid base of
practice. An agency may screen students in the same manner in which it screens employees.
Students may be required to have an additional health examination, be tested for drugs and/
or fingerprinted for a criminal background clearance and/or meet other agency requirements
before beginning placement. First year field placements are either Mondays and Wednesdays or
Tuesdays and Thursdays for a total of 16 hours each week. Placements are generally within a 50
mile radius of the student’s home.
Field education is a significant portion of the social work curriculum. It provides the opportunity
to apply the knowledge and skills learned in the classroom to actual people and to real
situations. It is where learning takes place, as well as service to the community.
f.e. model
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Course Requirements to Support the Foundation Field Practicum:
Students must enroll in two consecutive semesters of the Foundation Field Practicum (SOWK
635 and SOWK 636) for a total of six (6) credits. In conjunction with these practicum courses
students are required to enroll in the following three methods courses which provide the
theoretical and conceptual framework for foundation practice. SOWK 630 and SOWK 631 must
be taken in the fall semester and SOWK 632 is required in the spring semester. A grade of ‘C’ or
better is required in the fall courses in order to proceed to the second semester. In addition, an
overall average of 3.0 or better for all foundation year courses is required in order to proceed to
the advanced year.
Fall Semester: SOWK 635 Foundation Field Practicum (3 credits)
SOWK 630 Social Work Practice with Individuals (3 credits)
SOWK 631 Social Work Practice with Communities and Organizations
(3 credits)
Spring Semester: SOWK 636 Foundation Field Practicum (3 credits)
SOWK 632 Social Work Practice with Groups and Families (3 credits)

B. Advanced Field Practicum
The second placement is referred to as the Advanced Field Practicum. This placement supports the
concentration and specialization that the student chooses as the focus for his/her advanced study. The
concentrations and specializations are described in sections C and D (below). Students doing their Advanced
Field Practicum generally spend three full days a week (24 hours) at the field placement site. The student’s
preference for a particular placement site is considered when arranging the placement. Advanced Field
Practicum begins in the Fall and continues through the Spring semester. There is a course outline and a
student performance evaluation form for each of the two concentrations.
The only exception to the three days a week is the Extended Field Placement.
Extended Field Placement
A student applying for an Advanced Field Practicum may request an extended field placement which
requires him/her to be in a field placement two days a week from the beginning of the semester to the
end of July. The request is to be made to (and must be approved by) the Field Office. The learning
objectives for the extended placement remain the same. Once a student has begun a placement based
upon this model he/she will not be allowed to shift to the three-day a week model. Students who
choose this field placement model follow a different Field Education Calendar (Field Education
Calendars are found on the field web site). Grading, for example, is on a different timetable. The
extended student receives both the fall and spring semester grades later than the other field students
and will receive his/her diploma in July rather than May.
The availability of an extended placement is dependent upon agency resources. There are some
agencies that will not accept an advanced placement student who is requesting an extended placement
because the nature of their service delivery models and the needs of their client populations require
the student to be in placement three days of the week.
Course Requirements to Support the Advanced Field Practicum:
Advanced Practice builds on the foundation curriculum. Students must take two (2) consecutive
semesters of Advanced Practicum for a total of twelve (12) credits. In conjunction with Field Education,
students are required to take a Methods Option course each semester that they are in the field. The
Methods Option requirements are specific to the concentrations and specializations. Students should
consult the Student Handbook and meet with their academic advisors to be certain that they are
fulfilling the requirements of their concentration and specialization.
C. Concentrations
Advanced Practicum students are placed in settings that support their choice of primary concentration only.
The following concentrations are offered:
Clinical
The Clinical concentration prepares students to provide direct service to individuals, families, and small
groups in order to improve their quality of life and enhance their social functioning and to work with
organizations and/or aspects of the community that have a direct impact on their lives. Clinical social
workers are active in the promotion, restoration, maintenance and enhancement of the functioning of
their clients and client systems, and the prevention of distress and provision of resources.
Management and Community Organization (MACRO)
The Management and Community Organization concentration prepares students for a wide and diverse
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ange of positions in the management of social welfare services, social planning, administration,
community organization, and community economic development. Both classroom courses and field
instruction combine social work practice principles, value bases, ethical concerns and skills with
technologies and concepts drawn from related disciplines. Management and Community Organization
practitioners work at an organizational and interorganizational level in order to plan, develop, organize,
administer, and evaluate programs of social services on behalf of populations in need of them.
D. Specializations
Advanced Practicum students are required to select a specialization, in addition to a concentration, as a focus
for their advanced study. Each specialization focuses upon a specific population and/or social issue. Students
are expected to develop an in-depth understanding of the population that is served by the specialization.
They are expected to develop the ability to analyze relevant social policy and to apply knowledge gained from
relevant research as they develop the ability to effectively serve the particular population. Advanced students
are placed in settings that support their choice of specialization.
The School offers the following five specializations:
Aging
The Aging specialization prepares students for work with older persons and provides students with the
requisite knowledge base for the field. The specialization prepares graduates to assist organizations and
agencies in their efforts to help older persons function at the highest level possible in both community
and residential settings. The Aging specialization provides a basic knowledge of the field of aging, including
knowledge of programs and policies directed toward older persons as well as an ability to analyze and
evaluate these programs. The specialization also provides a theoretical base that includes interdisciplinary
content crucial to working in the field of aging, background in past and current research in the field and
the opportunity to develop skills specific to working effectively with older clients and in programs and
organizations targeted toward older persons and their needs. The specialization is available to students in both
the Clinical and the Management and Community Organization concentrations.
Families and Children
The Families and Children’s specialization prepares students for practice with families and children in a wide
range of professional settings, including child protection and child placement, home-based services to families
at risk, children’s group and residential care, school social work, child guidance, child and family service,
parent education, juvenile and family courts, family violence programs, and child and family advocacy and
policy development. Students are expected to develop both an in-depth understanding of the issues that face
families and children and an ability to provide effective interventions. The specialization is available to students
in both the Clinical and the Management and Community Organization concentrations.
Health
The Health specialization seeks to play an active role in improving the health of people through the conception,
development and preparation for delivery, and evaluation of health policies and social services in the health
care field. It prepares students to work effectively in an increasingly complex system, to communicate with
other health professionals and with a wide variety of patients and families, and to advocate for increased
attention to the psychosocial aspects of health care. The specialization is available to students in both the
Clinical and the Management and Community Organization concentrations.
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The following sub-specialization is available as part of the Health specialization:
Child, Adolescent and Family Health (CA + FH)
The Child, Adolescent and Family Health sub-specialization prepares students to work in programs for
pregnant and parenting teens; services for children with chronic illnesses, disabilities or handicapping
conditions; school-based health clinics; state and local public health departments; child health
advocacy organizations and other related settings. Students are placed in CA & FH agencies and take
the Health Practice Policy and Human Behavior courses as well as the Child, Adolescent and Family
Health practice and research courses. Students who select this subspecialization must complete all the
Health specialization requirements.
Mental Health
The Mental Health specialization seeks to prepare students to play active roles in improving the mental health
of people through the conception, development, and preparation for delivery and evaluation of mental health
policies and social services in the mental health field. It prepares students to work in direct practice (clinical)
and in organizations and agencies (MACRO) whose goals are to improve the mental health of the population.
The Mental Health specialization provides students with a broad understanding of the mental health care
field. It includes knowledge building of mental health care programs and policies as well the ability to analyze
and evaluate them, a sound theoretical base in the application of social work values and principles to mental
health care, an understanding of mental health care research and opportunity to develop a specific social work
method in the mental health care context. Special attention is paid to current trends in mental health care such
as managed care, new advances in psychotropic drugs, and the use of cognitive behavior treatment. Students
become familiar with how to treat and care for people with severe mental illness. The specialization is available
to students in both the Clinical and the Management and Community Organization concentrations.
The following sub-specialization is available as part of the Mental Health specialization:
Employee Assistance Programs (EAP)
The Employee Assistance Program (EAP) sub-specialization, available within the Mental Health
specialization, has a special emphasis in EAPs, work/life programs, and managed behavioral health
care. Faculty members at the School of Social Work are recognized experts in EAP and related fields.
Community Action & Social Policy
Social workers specializing in community action and social policy help community organizations and agencies
help themselves. They employ a grassroots, empowerment-based approach and collaborate with other
disciplines and professions to create social and policy change, promote community development, and provide
services to reduce poverty and economic and social inequality. During this era of community fragmentation,
social alienation, and economic degeneration of the poor and the middle class, the need for skilled
professionals in social and community development, policy analysis, and policy advocacy has never been
greater.
The School of Social Work is one of the few schools of social work in the nation that offers a specialization
in these areas. In addition to faculty expertise, we have a strong alumni and social network, and excellent
resources for this specialization. The School is in downtown Baltimore, yet only a short drive or train ride from
the nation’s capital and social policy center, and near the state capital, Annapolis. This prime location provides
a host of opportunities for policy analysis and advocacy at the local, state, and national levels. In addition, the
diversity of the Maryland-DC area provides ample opportunities for both rural and urban social and community
action and development.
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VI. STANDARDS FOR FIELD EDUCATION
Field Education will take place only in an approved human service organization or program with
an approved Social Work Field Instructor. It is the responsibility of the Field Education Office to
approve both the placement sites and the Field Instructors. This approval process occurs prior
to the placement of the student.
The primary criterion for agency affiliation with the School is commitment to active participation
as a partner in professional education for social work. This involves an acceptance of the basic
objectives of the School’s educational program and a readiness to invest staff time and other
agency resources in student education. Field Instructors are experienced Social Workers who
have an understanding of and interest in social work education.
standards for f.e.
13
Students in the Field Education courses are expected to have field assignments that are
appropriate for graduate social work practice and congruent with the goals and objectives
of the particular Field Education course. The learning objectives appear on the syllabi for the
different Field Education courses. The Foundation Practicum has one syllabus. In Advanced Field
Education there is a different syllabus for each of the concentrations.
Emphasis is placed on the teaching aspect of supervision for Field Education.
Documentation is a critical part of the practice experience and is to be submitted in a timely
fashion. The School of Social Work requires the specific documentation of the student’s
learning processes and outcomes. The specific requirements for documentation are listed
under “Expectations of the Student” in the following section. The Field Instructor or the Faculty
Liaison may require additional documentation from the student. The student’s EFN provides the
learning contract, process recording, and monthly or weekly reports that must be used by the
student.
The Field Education Calendar clearly establishes the dates that specific material is due. These
dates are important. The student, Field Instructor, and Faculty Liaison are expected to work
together to complete the required formal evaluations of the student’s work and submit them in
a timely fashion.
Field Education involves close cooperation of the agency, Field Instructor, school, and
student. Each has a share in the development and on-going assessment of the Field Education
experience. The following statements summarize the mutual expectations and responsibilities
of each of the partners in Field Education.

VII. EXPECTATIONS OF THE AGENCY, THE FIELD INSTRUCTOR, THE SCHOOL,
AND THE STUDENT
A. Expectations of the Agency
1) The agency’s executive director or, in the case of large organizations, the director of a large
department should be committed to the agency’s participation in professional social work
education. He/she should identify a staff member who will serve as the intern coordinator to
work with the School.
2) The agency and School will enter into an agreement regarding the mutual expectations for
affiliation prior to a student being placed at the agency.
3) The agency should provide the variety, quality and quantity of learning experiences
appropriate for the type of Field Education: Foundation, Clinical, or MACRO.
4) The agency will be expected to assure the availability of case material and projects for
instructional use by students, subject to the guidelines of confidentiality.
5) The agency will provide the physical facilities necessary to accommodate students.
6) The agency will reimburse students for travel expenses from the agency to home visits and
other agency-related expenses.
7) The agency should provide the opportunity for students to attend staff meetings and have
other appropriate collegial and professional exchanges.
8) The agency must have an approved Field Instructor on site (at the Field Placement site) at
least 50% of the time that the student is assigned to be there.
9) The agency should adjust the Field Instructor’s workload to assure adequate time to meet
student learning needs and to attend Field Education seminars and other meetings related to
Field Education.
10) The agency will orient students to both the service delivery system and the population
served. The orientation will include a personal safety plan for the student.
For additional information, go to: www.ssw.umaryland.edu/field_education/notebookagency.
html.
B. Expectations of the Field Instructor
1) Persons selected to be Field Instructors must have an MSW; have three years of experience
beyond the master’s degree; be employed by the agency for at least 6 months prior to
becoming a Field Instructor; and be licensed, at least at the graduate level (LGSW - Maryland),
in the state in which they practice. This person is expected to be on site for at least 50% of the
time that the student is assigned to be there.
expectations
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2) New Field Instructors are required to attend a Field Instructor’s Orientation. Orientation sessions are
generally held in the fall. Continuing Education Units (CEU’S) are awarded for attendance.
3) Field Instructors should become familiar with and consistently use the appropriate Field Education
curriculum in developing clear expectations of student performance. The course objectives for each level of
placement are contained in the Appendix.
4) The Field Instructor will develop learning opportunities in relation to the curriculum, and make specific
assignments in consultation, as needed, with the Faculty Field Liaison.
5) The Field Instructor must provide individual instruction via a regularly scheduled weekly conference, one
hour at a minimum. Assessment materials must be prepared by the student and reviewed weekly by the Field
Instructor (i.e., process recordings, audio or videotapes, case presentation and projects).
6) Field Instructors will provide clear feedback to the students on an ongoing basis about their performance,
using assessment tools such as process recordings, audiotapes, minutes of meetings, etc.
7) The Field Instructor will develop, in conjunction with the student, an individual learning contract within the
first month of the student’s placement. A copy of this contract should be submitted to the student’s electronic
Field Notebook.
8) The Field Instructor must follow school guidelines in recommending grades by assessing performance
relative to the learning objectives outlined in the syllabus, not effort or potential.
9) The Field Instructor should involve the student in preparation of the midsemester assessment and the endof-semester
evaluations. The student is expected to indicate that he/she has read the evaluation.
10) The evaluation must be submitted to the student’s Electronic Notebook on the required date in order for
the Faculty Field Liaison to submit the student’s grade.
11) Field Instructors may act as a resource for students as they complete agency-based class assignments.
Students are expected to have consulted their Field Instructors concerning confidentiality of agency and client
information.
12) Field Instructors should provide feedback on the student’s progress to the Faculty Field Liaison.
13) The Field Instructor is expected to inform the Faculty Field Liaison promptly of any problem with the
student’s performance or change in the agency’s ability to meet the expectations for providing a field
placement for the student, including the Instructor’s extended leave or absence from the agency.
For additional information, go to: www.ssw.umaryland.edu/field_education/notebookfi.html.
C. Expectations of the School and Liaison Faculty
1) The School will maintain on-going communication with the agency through the Faculty Field Liaison. This
person is considered the primary source for support and consultation to the agency regarding the student.
2) The School will provide an orientation for all students at the beginning of their first field placement at the
School. The orientation will include a discussion of the expectations of the agency, the School and the student,
15

as well as a review of the Code of Ethics. Also included in the orientation will be a discussion of the issue of a
personal safety plan and universal precautions.
3) The Faculty Field Liaison will become familiar with the nature of the field experiences within the particular
agency.
4) The Faculty Field Liaison will contact all assigned students and their Field Instructors within the first two
months of the academic year.
5) The Faculty Field Liaison will have a minimum of one meeting each semester at each assigned agency. The
student(s) should be provided the opportunity to meet separately with the Liaison.
6) The Faculty Field Liaison will review the student’s work at the time of the agency meeting. This can be in the
form of process recordings, audiotapes, videotape, meeting records, projects, flow charts, etc.
7) The Faculty Field Liaison will read and comment on the student’s process recordings in his/her EFN.
8) The Faculty Field Liaison will discuss the school’s curriculum with the Field Instructor to assist with their
understanding of the connection between the student’s class work and practicum experience.
9) The Faculty Field Liaison will provide consultation on educational matters and assistance in dealing with
concerns the agency may have in relation to the student’s performance.
10) Upon review of the Field Instructor’s written evaluation and recommendation, the Faculty Field Liaison
assigns the semester grade. In the case of faculty Field Education units, it is the Faculty Field Instructor who,
with advice and consultation from the Faculty Field Liaison, assigns the grade.
11) The Faculty Field Liaison will provide prompt consultation to both the agency and the student in critical
situations (See “Procedures for Resolution of Field Problems,” page 20) and will meet with the student and the
Field Instructor prior to recommending a re-placement.
12) The Faculty Field Liaison will provide and will encourage the student to provide on-going feedback to the
Field Instructor about the student’s evaluation of the field experience.
13) The Faculty Field Liaison will advise the Field Office of any problems that the agency or Field Instructor
is experiencing which are having (or are likely to have) an impact upon the ability of either to provide Field
Education consistent with the standards and learning objectives established by the School.
D. Expectations of the Student
1) The student is expected to meet the course expectations for each level of Field Education.
2) The student will adhere to the NASW Code of Ethics. The student is expected to read the Code of Ethics
(See Appendices) during the first week of field placement and is expected to adhere to ethical behavior in all
contacts with and on behalf of clients. Any questions that he/she has about the Code should be discussed with
the Field Instructor or the Faculty Liason. Failure to adhere to the Code of Ethics may result in the dismissal
from the Field and a hearing before the School’s Student Review Committee for professional misconduct.
3) The student must observe the confidentiality of agency records.
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4) The student is expected to abide by all rules and regulations of the agency where he/she is placed and to
obtain written permission from the agency before submitting any agency material for publication.
5) The student shall not seek or complete a field placement in an agency where a prior relationship exists. Prior
relationship exists if a student:
a) is a former or current client of the agency
b) is a former or present employee of the agency (except in the case of an employment-based field
placement that has been approved in writing by the Field Education Office)
c) is a former or current volunteer of the agency
d) has relatives or other close (current or prior) relationships among the staff in the agency.
The student is expected to decline a placement in an agency where a prior relationship exists. If the
relationship does not develop or the student is unaware of it until after the placement has begun, the student
is expected to notify the Assistant Dean for Field Education immediately upon becoming aware of such a
conflict of interest.
6) The student is not to accept employment with their field placement agency during the course of the
academic year.
7) The student must submit, in advance of the regular weekly conference, an agenda and documentation of
his/her performance in a social work role. This documentation can include process recordings, case summaries,
and audio and visual tapes. Foundation and clinical students must also complete psychosocial assessments for
the Field Instructor’s review.
8) The student shall contribute to the development of the learning contract with the Field Instructor and
submit a copy to his or her electronic Field Notebook within the first month of placement.
9) The student shall submit a monthly report (or weekly report) and three process recordings in his/her EFN.
The monthly report is due the 5th of each month beginning in October. (The report submitted in October
reflected work for the month of September.) Students following the regular calendar will submit their last
monthly report in April; students following the extended calendar will submit their last monthly report in
June. A process recording is to be submitted with the monthly reports for October, November, December,
February, March, and April. Field Instructors and/or Faculty Liasons may require additional process recordings.
For Foundation students, one of the six process recordings is to be a MACRO process recording and should be
submitted during the Spring semester.
10) The student shall continue in Field Education during the Winter session (January).
11) The student shall not alter his/her field placement without the knowledge of the Faculty Field Liaison and
the written consent of the Assistant Dean for Field Education.
12) The student will adhere to the agency’s dress code.
13) The student is expected to be in Field eight hours per field day. For some agencies, eight hours may not
include lunch (See Field Education Hours, page 18).
14) The student is expected to fill out an agency time sheet if required by the agency.
15) The student is responsible for his/her own transportation costs from school or home to the agency and
back again.
17

16) A student shall pay for malpractice insurance for each year that he/ she is registered for a
Field Education course. This payment shall be made during the course of payment for regular
school fees.
VIII. PLACEMENT OF STUDENTS
A. Field Education Placement Policies
All placements are made by the Field Education Office or specific faculty who have been
assigned to that Office for the purpose of making a particular set of field placements.
Arrangements made between students and agencies that have not been initiated by the
Field Education Office do not meet the definition of a field placement and thus will not be
eligible for academic credit.
Foundation Field Practicum
All students who are requesting a Foundation field placement are required to electronically
submit a field placement application form, two narratives, and a resume to provide information
about their interests, previous social service experiences and social work goals. Foundation
students are referred to placement sites that are able to provide them with a generic social
work experience. Please review the Foundation Field Practicum section of the Field Education
Model (page 7) for a description of the Foundation Field Practicum.
Advanced Field Practicum
All students who are requesting an Advanced Field placement are required to electroncially
submit a field placement application form, two narratives, and a resume to provide information
about their interests, previous social service experiences and social work goals. Advanced level
students are expected to choose a concentration and specialization. As part of the application
process they may also indicate their preferences for particular placement sites. Please review
the Advanced Field Practicum section of the Field Education Model (page 10) for a more
complete description of Advanced Field Practice.
B. Field Placement Process
1) Students are required to complete an application for a field placement for each academic
year that they choose to be in field placement. The application has three parts: a form, two
narratives, and a current resume. All three parts must be electronically submitted to the Office
of Field Education before a student will be referred to an agency for a placement interview.
2) There are four phases to the placement process. Each phase has specific timeframes and
dates that completed applications are due. The specific timetable for a placement cycle is
published in the Student Bulletin and on the Field Education web page.
Phase 1: Applications
Agencies are surveyed and recruited for participation in the Field Education program.
Agency Profiles are available for students to review in their Online Field Notebook.
Group and individual meetings are provided to assist students in completing applications
and making decisions about placement preferences.
Phase 2: Placement of Currently Enrolled Students
All applications for field placements and applications for employment-based field
placements from currently enrolled students are due on February 1.
placement
18

Phase 3: Placement of Newly Admitted Students
Upon acceptance to the School and confirmation, newly admitted students will be given information
regarding applying to Field.
Phase 4: Final Preparation for the Fall Semester
Placements are adjusted as required. Last minute changes at agencies sometimes require a
replacement before the semester begins. Orientations for students and orientations for new Field
Instructors are provided. Confirmation of students’ malpractice insurance coverage is sent to agencies.
3) Referrals of students to specific agencies takes place during phases two and three of the placement process.
A referral from the Field Education Office to an agency may include a number of contacts between the Office
and the agency. All referrals include the Office of Field Education emailing the student’s application to the
agency. The student is emailed the agency contact information and must contact the agency to schedule an
interview within two (2) weeks.
4) Agencies may require additional screenings and/or information from students such as previous evaluations,
references, criminal background check, etc. Such requests will be handled between the agency and the
student.
5) After the interview, the student is expected to advise the Field Office of the outcome.
6) If at any point, after filing a Field Placement application, the student determines that he/she will not be
going into a field placement as planned, s/he is expected to contact the Field Education Office at 410-706-7187
as well as the agency to which the referral was made.
7) Faculty Liason assignments are made to students and agencies in late August. When finalized, Faculty Liason
contact information can be viewed in the Online Field Notebook. Faculty Liasons should not be contacted
before the beginning of the Fall semester.
8) All new students are required to attend one of the scheduled Field Orientations prior to the beginning of
their field placement. Orientations are scheduled prior to the first week of classes
IX. OPERATIONAL POLICIES FOR FIELD EDUCATION
A. Field Education Hours, Holidays, and Absences
Students must spend the contracted number of hours in the agency on a regular schedule. The Foundation
Field Practicum is 16 hours per week for both semesters and is not to extend beyond 3 days per week. The
Advanced Field Practicum is 24 hours per week for both semesters and must not extend beyond 4 days per
week. Students are expected to adhere to the agency’s hours. Any Field Education day is, however, not to
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
Field Education schedule has been established, any modifications must be approved by the Field Instructor and
the Faculty Field Liaison.
Students must notify the Field Instructor promptly in case of absence. An appropriate written plan must be
developed with the Field Instructor in consultation with the Faculty Field Liaison for making up the time and
work resulting from either a short or a prolonged absence. In the case of frequent absences from the field
agency, the Field Instructor should seek the advice of the Faculty Field Liaison to resolve the matter.
Students who are appointed as representatives to organizational meetings at the School of Social Work,
including but not limited to the Masters Program Committee, Concentration Sequences, Foundation, Search,
19

Student Affairs, Informatics and the Faculty Field Committee, may be granted time from Field
Education not to exceed 30 hours per academic year to participate in these decision-making
bodies. The Field Education Office will obtain an official list from S.G.A. each semester of the
student representatives. These absences must be requested by the student and approved by
the agency Field Instructor prior to leaving the field placement site.
Students may be able to integrate the committee experience with field practice through
feedback to the Field Instructor in conferences.
LEAVE
A maximum of two (2) leave days will be granted per academic year to any student who is
absent from field. When a student has missed more than two days of Field Education, the
student, the Field Instructor, and the Faculty Field Liaison should work together to develop and
document a plan for the time to be made-up.
HOLIDAYS
Students are excused from Field Education on the following holidays observed by the School of
School Work: Thanksgiving (two days), a portion of Winter Break, Martin Luther King’s Birthday,
and Spring Break. Please check the Field Education calendar for the dates.
Students who miss time in the field to observe a religious holiday are expected to make-up the
time that they have missed.
SNOW DAYS
The student will be expected to be in the agency on field days if the agency is open on a snow
day. If the student is absent, this time must be made up in the same semester.
AGENCY CLOSURE
The student should check with the Field Instructor about what to do when the agency is closed
on a day that the student is to be at the agency. The Field Instructor may develop an alternative
assignment for the student or may excuse the student from Field Education.
B. Grading
A mid-semester evaluation is completed during a student’s first semester of placement and may
be requested for the second semester at the discretion of the Faculty Field Liaison. The Faculty
Field Liaison shall request a mid-semester evaluation during the second semester for any
student who has not previously received a written evaluation from the agency where he/she is
placed. The student whose placement site is changed for the second semester will, for example,
require a mid-semester evaluation for the spring semester.
Students are graded on a PASS/FAIL basis, using the evaluation format that is consistent with the
course objectives for each level of Field Education. At the end of each semester the agency Field
Instructor with advice and consultation from the Faculty Field Liaison, as appropriate, reviews
the student’s performance with the student, documents the student’s level of performance
and recommends a grade of PASS or FAIL. The evaluation must be submitted to the student’s
electronic Field Notebook on the required date. In the case of agency-based Field Education, the
Faculty Field Liaison, upon review of the evaluation, assigns a grade and submits the assigned
grade. In the case of faculty Field Education units, it is the Faculty Field Instructor who, with
advice and consultation from the Faculty Field Liaison, assigns the grade.
operational policies
20

Grades for students with an Extended Field Placement are not due at the end of the semester. Please refer to
the Field Calendar for the dates that evaluations are due for these students.
C. Stipends
There are a limited number of field placements that offer stipends. The School administers Title IV-E Child
Welfare stipends, Keswick/Union Memorial Field Unit Stipends, and Child, Adolescent and Family Health
stipends. All other stipends are offered by agencies directly to the student. These stipends are awarded yearly,
at the discretion of the agency and are generally agreed upon prior to placement.
D. Employment-Based Field Education
An Employment-Based Field Education option has been developed for those students who would like to have
their field placement at the agency where they are employed. To be eligible for this option, a student must
have been a full-time employee, in good standing, for at least 6 months prior to the start of the academic
year in which he/she is applying for an employment-based placement. The curriculum and objectives of the
Employment-Based Field Education program are identical to those in the regular program. The pattern of Field
Education, however, provides the student with the opportunity to continue employment while completing
either the Foundation Practicum or Advanced Practicum with assignments that are educationally appropriate,
as well as, separate and distinct from the employment experience.
A student who wants to pursue this option must submit an electronic Proposal for an Employment-Based Field
Education Placement to the Field Education Office along with his/her application for a field placement. This
proposal identifies both the unit (division or department) within the agency where the student is currently
employed and his/her work assignment in that unit as well as a description of the new assignment, including
the requisite reduction in workload. The student, the supervisor, the proposed Field Instructor, and the agency
executive must sign the proposal.
Copies of the Employment-Based Field Education policy and proposal forms are available on the EFN.
In order for such a proposal to be approved, the availability of release time for course work and Field
Education must be ensured. Fieldwork assignments and supervision must differ from those associated with
the student’s employment. The plan for Field Education must be educationally focused, not centered solely on
agency services, and must meet the criteria that have been established for all of the School’s Field Education
placements (Please refer to the sections of this manual that address standards and expectations).
Employment-Based Field Education placements will be approved for organizations with multiple divisions
that are able to demonstrate their capacity to permit the student to work with diverse client populations and
to achieve the learning objectives of the field curriculum. The agency must be able to demonstrate that the
student’s employment responsibilities and assignments are separate and distinct from the proposed Field
Education assignments. This can be accomplished, in part, through reassignment of the student to another
unit, division, or department for the days that he/she is in field. Some agencies may not be large enough to
meet the criteria for an Employment-Based Field Education placement.
The student must have a Field Instructor who is different from the work supervisor. The Field Instructor
must be a regular staff member in the organization that is requesting the Employment-Based Field Education
placement for the student. Field Instructors and the Field Education assignments must be approved by the
Office of Field Education prior to the student being referred to the agency for an Employment-Based Field
Education placement. The transfer to the new unit, division, or department should begin on the first day of
Field Education (Please refer to the Field Education Calendar for the date).
21

E. Procedures for Resolution of Field Problems
The following procedure should be followed in the event of a problem in the field:
1) The student and Field Instructor should attempt to resolve the problem together. If this is unsuccessful, they
are to inform each other of their intention to seek additional help and should contact the Faculty Field Liaison
immediately. The Liaison has the authority and responsibility to mediate the problem and is expected to meet
with both the student and the Field Instructor before recommending a re-placement.
2) It is the expectation that, through this mediation, the problem will be resolved. It is important for
the presenting problem to be seen as an opportunity for the student to learn more about his/her own
presentation of self, learning style, and interpersonal skills.
3) Every effort will be made to maintain the placement. It is, however, occasionally necessary to remove a
student from a particular field placement. The reasons for this action range from the lack of a qualified social
worker at the agency to a violation of the Code of Ethics on the part of the student. It is the responsibility of
the Faculty Field Liaison to report such a situation to the Office of Field Education.
4) The Field Education Office faculty will make a decision in consultation with the Faculty Field Liaison.
Depending on the nature of the problem, the action taken by the School could range from reassigning the
student to another agency to referring the student to the Student Review Committee and/or to assigning the
student a failing grade for Field Education.
5) The agency has the right to ask for a student’s removal because of improper or unethical behavior
on the part of the student, or the student’s inability to function within the agency’s structure and rules.
Documentation of the request for removal, with appropriate reasons, should be forwarded to the School
through the Faculty Field Liaison. This may result in a referral of the student to the Student Review Committee.
6) In this process it is important that open communication be maintained. The Field Instructor and student
share responsibility for identifying and dealing with problems as soon as they become evident.
7) Reassignments: When a student is reassigned to a new agency, a new learning contract must be completed
within the first month of placement. If this is the second semester of a student’s Foundation or Advanced
Practicum, a mid-semester evaluation is also required.
22

X. ADMINISTRATION OF THE OFFICE OF FIELD EDUCATION
A. Responsibility
The Office of Field Education is responsible for the development of field placement sites, the
placement of students, and for the ongoing monitoring of the Field Education Program. The
Field Education Office provides orientations for students and Field Instructors as well as ongoing
support and assistance to Faculty Field Liaisons.
B. Office of Field Education Faculty and Administrators
Wanda J. Bair, MSW, LCSW-C, LICSW
Interim Assistant Dean and Director of Field Education
Clinical Assistant Professor
fieldeducation@ssw.umaryland.edu
Franklin C. Chappell, MSW, LCSW-C
Clinical Assistant Professor and Coordinator for Field Education
FChappell@ssw.umaryland.edu
administration
23
Randa H. Deacon, MSW
Assistant Coordinator for Field Education
RDeacon@ssw.umaryland.edu
Gisele Ferretto, MSW, LCSW-C
Clinical Instructor and Assistant Coordinator for Field Education
GFerretto@ssw.umaryland.edu
Andrea Judson, MSW, LCSW-C
Clinical Instructor and Coordinator for Field Education
AJudson@ssw.umaryland.edu
Coretta McKenzie, BS
Administrative Assistant
CMcKenzie@ssw.umaryland.edu
Shamyla Tareen, MSW, LGSW
Academic Coordinator
stareen@ssw.umaryland.edu
Sheila Y. Snowden, MSW, , LCADC, LCSW-C
Clinical Instructor and Coordinator for Field Education
SSnowden@ssw.umaryland.edu
Victoria D. Stubbs, MSW, LICSW
Clinical Instructor and Coordinator for Field Education
VStubbs@ssw.umaryland.edu
C. Faculty Field Committee
The School has a Faculty Field Committee. Membership includes faculty, agency representatives,
students and the field office faculty. The role of the Faculty Field Committee is to review,
evaluate and make recommendations to the Field Office on issues related to Field Education
curriculum and administration.

24appendices

National Association of Social Workers (NASW) Code of Ethics
OVERVIEW
The NASW Code of Ethics is intended to serve as a guide to the everyday professional conduct of social
workers. This Code includes four sections. The first Section, “Preamble,” summarizes the social work
profession’s mission and core values. The second section, “Purpose of the NASW Code of Ethics,” provides an
overview of the Code’s main functions and a brief guide for dealing with ethical issues or dilemmas in social
work practice. The third section, “Ethical Principles,” presents broad ethical principles, based on social work’s
core values that inform social work practice. The final section, “Ethical Standards,” includes specific ethical
standards to guide social workers’ conduct and to provide a basis for adjudication.
The National Association of Social Workers (NASW) is the largest organization of professional social workers
in the world. NASW serves nearly 160,000 social workers in 55 chapters throughout the United States, Puerto
Rico, the Virgin Islands, and abroad. NASW was formed in 1955 through a merger of seven predecessor social
work organizations to carry out three responsibilities:
• strengthen and unify the profession
• promote the development of social work practice
• advance sound social policies.
Promoting high standards of practice and protecting the consumer of services are major association principles.
Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly
Reprinted with permission of the National Association of Social Workers,
Washington, D.C. ©1996
25

PREAMBLE
The primary mission of the social work profession is to enhance human well-being and help meet the basic
human needs of all people, with particular attention to the needs and empowerment of people who are
vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s
focus on individual well-being in a social context and the well-being of society. Fundamental to social work is
attention to the environmental forces that create, contribute to, and address problems in living.
Social workers promote social justice and social change with and on behalf of clients. “Clients” is used
inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive
to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social
injustice. These activities may be in the form of direct practice, community organizing, supervision,
consultation, administration, advocacy, social and political action, policy development and implementation,
education, and research and evaluation. Social workers seek to enhance the capacity of people to address their
own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other
social institutions to individuals’ needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced by
social workers throughout the profession’s history, are the foundation of social work’s unique purpose and
perspective:
• service
• social justice
• dignity and worth of the person
• importance of human relationships
• integrity
• competence.
This constellation of core values reflects what is unique to the social work profession. Core values, and the
principles that flow from them, must be balanced within the context and complexity of the human experience.
Purpose of the NASW Code of Ethics
Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values,
ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and
standards to guide social workers’ conduct. The Code is relevant to all social workers and social work students,
regardless of their professional functions, the settings in which they work, or the populations they serve.
The NASW Code of Ethics serves six purposes:
1. The Code identifies core values on which social work’s mission is based.
2. The Code summarizes broad ethical principles that reflect the profession’s core values and
establishes a set of specific ethical standards that should be used to guide social work practice.
3. The Code is designed to help social workers identify relevant considerations when professional
obligations conflict or ethical uncertainties arise.
4. The Code provides ethical standards to which the general public can hold the social work profession
accountable.
5. The Code socializes practitioners new to the field to social work’s mission, values, ethical principles,
and ethical standards.
6. The Code articulates standards that the social work profession itself can use to assess whether social
workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics
26

27
complaints filed against its members.1 In subscribing to this Code, social workers are required to
cooperate in its implementation, participate in NASW adjudication proceedings, and abide by
any NASW disciplinary rulings or sanctions based on it.
The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical
issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations.
Specific applications of the Code must take into account the context in which it is being considered and the
possibility of conflicts among the Code’s values, principles, and standards. Ethical responsibilities flow from
all human relationships, from the personal and familial to the social and professional.
Further, the NASW Code of Ethics does not specify which values, principles, and standards are most important
and ought to outweigh others in instances when they conflict. Reasonable differences of opinion can and do
exist among social workers with respect to the ways in which values, ethical principles, and ethical standards
should be rank ordered when they conflict. Ethical decision making in a given situation must apply the
informed judgment of the individual social worker and should also consider how the issues would be judged in
a peer review process where the ethical standards of the profession would be applied.
Ethical decision making is a process. There are many instances in social work where simple answers are
not available to resolve complex ethical issues. Social workers should take into consideration all the values,
principles, and standards in this Code that are relevant to any situation in which ethical judgment is warranted.
Social workers’ decisions and actions should be consistent with the spirit as well as the letter of this Code.
__________
1 For information on NASW adjudication procedures, see NASW Procedures for the Adjudication of
Grievances.
In addition to this Code, there are many other sources of information about ethical thinking that may be
useful. Social workers should consider ethical theory and principles generally, social work theory and research,
laws, regulations, agency policies, and other relevant codes of ethics, recognizing that among codes of ethics
social workers should consider the NASW Code of Ethics as their primary source. Social workers also should
be aware of the impact on ethical decision making of their clients’ and their own personal values and cultural
and religious beliefs and practices. They should be aware of any conflicts between personal and professional
values and deal with them responsibly. For additional guidance social workers should consult the relevant
literature on professional ethics and ethical decision making and seek appropriate consultation when faced
with ethical dilemmas. This may involve consultation with an agency based or social work organization’s ethics
committee, a regulatory body, knowledgeable colleagues, supervisors, or legal counsel. Instances may arise
when social workers’ ethical obligations conflict with agency policies or relevant laws or regulations. When
such con conflicts occur, social workers must make a responsible effort to resolve the conflict in a manner that
is consistent with the values, principles, and standards expressed in this Code. If a reasonable resolution of the
conflict does not appear possible, social workers should seek proper consultation before making a decision.
The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies (such
as licensing and regulatory boards, professional liability insurance providers, courts of law, agency boards of
directors, government agencies, and other professional groups) that choose to adopt it or use it as a frame
of reference. Violation of standards in this Code does not automatically imply legal liability or violation of the
law. Such determination can only be made in the context of legal and judicial proceedings. Alleged violations
of the Code would be subject to a peer review process. Such processes are generally separate from legal or
administrative procedures and insulated from legal review or proceedings to allow the profession to counsel
and discipline its own members.

A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical
issues or disputes or capture the richness and complexity involved in striving to make responsible choices
within a moral community. Rather, a code of ethics sets forth values, ethical principles, and ethical standards
to which professionals aspire and by which their actions can be judged. Social workers’ ethical behavior
should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics reflects
the commitment of all social workers to uphold the profession’s values and to act ethically. Principles and
standards must be applied by individuals of good character who discern moral questions and, in good faith,
seek to make reliable ethical judgments.
Ethical Principles
The following broad ethical principles are based on social work’s core values of service, social justice, dignity
and worth of the person, importance of human relationships, integrity, and competence. These principles set
forth ideals to which all social workers should aspire.
Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need and to address social problems.
Social workers elevate service to others above self interest. Social workers draw on their knowledge,
values, and skills to help people in need and to address social problems. Social workers are encouraged
to volunteer some portion of their professional skills with no expectation of significant financial return
(pro bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed
individuals and groups of people. Social workers’ social change efforts are focused primarily on issues
of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to
promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social
workers strive to ensure access to needed information, services, and resources; equality of
opportunity; and meaningful participation in decision making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual differences
and cultural and ethnic diversity. Social workers promote clients’ socially responsible self
determination. Social workers seek to enhance clients’ capacity and opportunity to change and to
address their own needs. Social workers are cognizant of their dual responsibility to clients and to the
broader society. They seek to resolve conflicts between clients’ interests and the broader
society’s interests in a socially responsible manner consistent with the values, ethical principles, and
ethical standards of the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human relationships.
28

Social workers understand that relationships between and among people are an important vehicle for
change. Social workers engage people as partners in the helping process. Social workers seek to
strengthen relationships among people in a purposeful effort to promote, restore, maintain, and
enhance the well-being of individuals, families, social groups, organizations, and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the profession’s mission, values, ethical principles, and ethical
standards and practice in a manner consistent with them. Social workers act honestly and responsibly
and promote ethical practices on the part of the organizations with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop and enhance
their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply them
in practice. Social workers should aspire to contribute to thE knowledge base of the profession.
Ethical Standards
The following ethical standards are relevant to the professional activities of all social workers. These
standards concern (1) social workers’ ethical responsibilities to clients, (2) social workers’ ethical responsibility
to colleagues, (3) social worker’s ethical responsibilities in practice settings, (4) social workers’ ethical
responsibilities as professionals, (5) social workers’ ethical responsibilities to the social work professional, and
(6) social workers’ ethical responsibilities to the broader society.
Some of the standards that follow are enforceable guidelines for professional conduct, and some are
aspirational. The extent to which each standard is enforceable is a matter of professional judgment to be
exercised by those responsible for reviewing alleged violations of ethical standards.
1. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS
1.01 Commitment to Clients
Social workers’ primary responsibility is to promote the well being of clients. In general, clients’
interests are primary. However, social workers’ responsibility to the larger society or specific legal
obligations may on limited occasions supersede the loyalty owed clients, and clients should
be so advised. (Examples include when a social worker is required by law to report that a client has
abused a child or has threatened to harm self or others.)
1.02 Self Determination
Social workers respect and promote the right of clients to self determination and assist clients in their
efforts to identify and clarify their goals. Social workers may limit clients’ right to self determination
when, in the social workers’ professional judgment, clients’ actions or potential actions pose a serious,
foreseeable, and imminent risk to themselves or others.
29

1.03 Informed Consent
(a) Social workers should provide services to clients only in the context of a professional relationship
based, when appropriate, on valid informed consent. Social workers should use clear and
understandable language to inform clients of the purpose of the services, risks related to the services,
limits to services because of the requirements of a third party payer, relevant costs, reasonable
alternatives, clients’ right to refuse or withdraw consent, and the time frame covered by the consent.
Social workers should provide clients with an opportunity to ask questions.
(b) In instances when clients are not literate or have difficulty understanding the primary language used
in the practice setting, social workers should take steps to ensure clients’ comprehension. This may
include providing clients with a detailed verbal explanation or arranging for a qualified interpreter or
translator whenever possible.
(c) In instances when clients lack the capacity to provide informed consent, social workers should
protect clients’ interests by seeking permission from an appropriate third party, informing clients
consistent with the clients’ level of understanding. In such instances social workers should seek to
ensure that the third party acts in a manner consistent with clients’ wishes and interests. Social workers
should take reasonable steps to enhance such clients’ ability to give informed consent.
(d) In instances when clients are receiving services involuntarily, social workers should provide
information about the nature and extent of services and about the extent of clients’ right to refuse
service.
(e) Social workers who provide services via electronic media (such as computer, telephone, radio, and
television) should inform recipients of the limitations and risks associated with such services.
(f) Social workers should obtain clients’ informed consent before audiotaping or videotaping clients or
permitting observation of services to clients by a third party.
1.04 Competence
(a) Social workers should provide services and represent themselves as competent only within the
boundaries of their education, training, license, certification, consultation received, supervised
experience, or other relevant professional experience.
(b) Social workers should provide services in substantive areas or use intervention techniques or
approaches that are new to them only after engaging in appropriate study, training, consultation, and
supervision from people who are competent in those interventions or techniques.
(c) When generally recognized standards do not exist with respect to an emerging area of practice,
social workers should exercise careful judgment and take responsible steps (including appropriate
education, research, training, consultation, and supervision) to ensure the competence of their
work and to protect clients from harm.
1.05 Cultural Competence and Social Diversity
(a) Social workers should understand culture and its function in human behavior and society,
recognizing the strengths that exist in all cultures.
(b) Social workers should have a knowledge base of their clients’ cultures and be able to demonstrate
competence in the provision of services that are sensitive to clients’ cultures and to differences among
people and cultural groups.
30

(c) Social workers should obtain education about and seek to understand the nature of social diversity
and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender
identity or expression, age, marital status, political belief, religion, immigration status, and mental or
physical disability.
1.06 Conflicts of Interest
(a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of
professional discretion and impartial judgment. Social workers should inform clients when a real or
potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that
makes the clients’ interests primary and protects clients’ interests to the greatest extent possible. In
some cases, protecting clients’ interests may require termination of the professional relationship with
proper referral of the client.
(b) Social workers should not take unfair advantage of any professional relationship or exploit others to
further their personal, religious, political, or business interests.
(c) Social workers should not engage in dual or multiple relationships with clients or former clients in
which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple
relationships are unavoidable, social workers should take steps to protect clients and are responsible
for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur
when social workers relate to clients in more than one relationship, whether professional, social, or
business. Dual or multiple relationships can occur simultaneously or consecutively.)
(d) When social workers provide services to two or more people who have a relationship with each
other (for example, couples, family members), social workers should clarify with all parties which
individuals will be considered clients and the nature of social workers’ professional obligations to the
various individuals who are receiving services. Social workers who anticipate a conflict of interest
among the individuals receiving services or who anticipate having to perform in potentially conflicting
roles (for example, when a social worker is asked to testify in a child custody dispute or divorce
proceedings involving clients) should clarify their role with the parties involved and take appropriate
action to minimize any conflict of interest.
1.07 Privacy and Confidentiality
(a) Social workers should respect clients’ right to privacy. Social workers should not solicit private
information from clients unless it is essential to providing services or conducting social work evaluation
or research. Once private information is shared, standards of confidentiality apply.
(b) Social workers may disclose confidential information when appropriate with valid consent from a
client or a person legally authorized to consent on behalf of a client.
(c) Social workers should protect the confidentiality of all information obtained in the course of
professional service, except for compelling professional reasons. The general expectation that social
workers will keep information confidential does not apply when disclosure is necessary to prevent
serious, foreseeable, and imminent harm to a client or other identifiable person or when laws or
regulations require disclosure without a client’s consent. In all instances, social workers should disclose
the least amount of confidential information necessary to achieve the desired purpose; only
information that is directly relevant to the purpose for which the disclosure is made should be revealed.
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(d) Social workers should inform clients, to the extent possible, about the disclosure of confidential
information and the potential consequences, when feasible before the disclosure is made. This applies

whether social workers disclose confidential information on the basis of a legal requirement or client
consent.
(e) Social workers should discuss with clients and other interested parties the nature of confidentiality
and limitations of clients’ right to confidentiality. Social workers should review with clients’
circumstances where confidential information may be requested and where disclosure of confidential
information may be legally required. This discussion should occur as soon as possible in the social
worker-client relationship and as needed throughout the course of the relationship.
(f) When social workers provide counseling services to families, couples, or groups, social workers
should seek agreement among the parties involved concerning each individual’s right to confidentiality
and obligation to preserve the confidentiality of information shared by others. Social workers should
inform participants in family, couples, or group counseling that social workers cannot guarantee that all
participants will honor such agreements.
(g) Social workers should inform clients involved in family, couples, marital, or group counseling of the
social worker’s, employer’s, and agency’s policy concerning the social worker’s disclosure of
confidential information among the parties involved in the counseling.
(h) Social workers should not disclose confidential information to third party payers unless clients have
authorized such disclosure.
(i) Social workers should not discuss confidential information in any setting unless privacy can be
ensured. Social workers should not discuss confidential information in public or semipublic areas such \
as hallways, waiting rooms, elevators, and restaurants.
(j) Social workers should protect the confidentiality of clients during legal proceedings to the extent
permitted by law. When a court of law or other legally authorized body orders social workers to
disclose confidential or privileged information without a client’s consent and such disclosure could
cause harm to the client, social workers should request that the court withdraw the order or limit the
order as narrowly as possible or maintain the records under seal, unavailable for public inspection.
(k) Social workers should protect the confidentiality of clients when responding to requests from
members of the media.
(l) Social workers should protect the confidentiality of clients’ written and electronic records and other
sensitive information. Social workers should take reasonable steps to ensure that clients’ records are
stored in a secure location and that clients’ records are not available to others who are not authorized
to have access.
(m) Social workers should take precautions to ensure and maintain the confidentiality of information
transmitted to other parties through the use of computers, electronic mail, facsimile machines,
telephones and telephone answering machines, and other electronic or computer technology.
Disclosure of identifying information should be avoided whenever possible.
(n) Social workers should transfer or dispose of clients’ records in a manner that protects clients’
confidentiality and is consistent with state statutes governing records and social work licensure.
(o) Social workers should take reasonable precautions to protect client confidentiality in the event of
the social worker’s termination of practice, incapacitation, or death.
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(p) Social workers should not disclose identifying information when discussing clients for teaching or
training purposes unless the client has consented to disclosure of confidential information.
(q) Social workers should not disclose identifying information when discussing clients with consultants
unless the client has consented to disclosure of confidential information or there is a compelling need
for such disclosure.
(r) Social workers should protect the confidentiality of deceased clients consistent with the preceding
standards.
1.08 Access to Records
(a) Social workers should provide clients with reasonable access to records concerning the clients.
Social workers who are concerned that clients’ access to their records could cause serious
misunderstanding or harm to the client should provide assistance in interpreting the records and
consultation with the client regarding the records. Social workers should limit clients’ access to their
records, or portions of their records, only in exceptional circumstances when there is compelling
evidence that such access would cause serious harm to the client. Both clients’ requests and the
rationale for withholding some or all of the record should be documented in clients’ files.
(b) When providing clients with access to their records, social workers should take steps to protect the
confidentiality of other individuals identified or discussed in such records.
1.09 Sexual Relationships
(a) Social workers should under no circumstances engage in sexual activities or sexual contact with
current clients, whether such contact is consensual or forced.
(b) Social workers should not engage in sexual activities or sexual contact with clients’ relatives or other
individuals with whom clients maintain a close personal relationship when there is a risk of exploitation
or potential harm to the client. Sexual activity or sexual contact with clients’ relatives or other
individuals with whom clients maintain a personal relationship has the potential to be harmful to the
client and may make it difficult for the social worker and client to maintain appropriate professional
boundaries. Social workers—not their clients, their clients’ relatives, or other individuals with whom
the client maintains a personal relationship—assume the full burden for setting clear, appropriate, and
culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former clients because
of the potential for harm to the client. If social workers engage in conduct contrary to this prohibition
or claim that an exception to this prohibition is warranted because of extraordinary circumstances, it is
social workers-not their clients-who assume the full burden of demonstrating that the former client has
not been exploited, coerced, or manipulated, intentionally or unintentionally.
(d) Social workers should not provide clinical services to individuals with whom they have had a prior
sexual relationship. Providing clinical services to a former sexual partner has the potential to be harmful
to the individual and is likely to make it difficult for the social worker and individual to maintain
appropriate professional boundaries.
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1.10 Physical Contact
Social workers should not engage in physical contact with clients when there is a possibility of
psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social
workers who engage in appropriate physical contact with clients are responsible for setting clear,

appropriate, and culturally sensitive boundaries that govern such physical contact.
1.11 Sexual Harassment
Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual
solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature.
1.12 Derogatory Language
Social workers should not use derogatory language in their written or verbal communications to or
about clients. Social workers should use accurate and respectful language in all communications to and
about clients.
1.13 Payment for Services
(a) When setting fees, social workers should ensure that the fees are fair, reasonable, and
commensurate with the services performed. Consideration should be given to clients’ ability to pay.
(b) Social workers should avoid accepting goods or services from clients as payment for professional
services. Bartering arrangements, particularly involving services, create the potential for conflicts of
interest, exploitation, and inappropriate boundaries in social workers’ relationships with clients. Social
workers should explore and may participate in bartering only in very limited circumstances when it can
be demonstrated that such arrangements are an accepted practice among professionals in the local
community, considered to be essential for the provision of services, negotiated without coercion, and
entered into at the client’s initiative and with the client’s informed consent. Social workers who accept
goods or services from clients as payment for professional services assume the full burden of
demonstrating that this arrangement will not be detrimental to the client or the professional
relationship.
(c) Social workers should not solicit a private fee or other remuneration for providing services to clients
who are entitled to such available services through the social workers’ employer or agency.
1.14 Clients Who Lack Decision Making Capacity
When social workers act on behalf of clients who lack the capacity to make informed decisions, social
workers should take reasonable steps to safeguard the interests and rights of those clients.
1.15 Interruption of Services
Social workers should make reasonable efforts to ensure continuity of services in the event that
services are interrupted by factors such as unavailability, relocation, illness, disability, or death.
1.16 Termination of Services
(a) Social workers should terminate services to clients and professional relationships with them when
such services and relationships are no longer required or no longer serve the clients’ needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of
services. Social workers should withdraw services precipitously only under unusual circumstances,
giving careful consideration to all factors in the situation and taking care to minimize possible adverse
effects. Social workers should assist in making appropriate arrangements for continuation of services
when necessary.
(c) Social workers in fee for service settings may terminate services to clients who are not paying an
overdue balance if the financial contractual arrangements have been made clear to the client, if the
client does not pose an imminent danger to self or others, and if the clinical and other consequences of
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the current nonpayment have been addressed and discussed with the client.
(d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with
a client.
(e) Social workers who anticipate the termination or interruption of services to clients should notify
clients promptly and seek the transfer, referral, or continuation of services in relation to the clients’
needs and preferences.
(f) Social workers who are leaving an employment setting should inform clients of appropriate options
for the continuation of services and of the benefits and risks of the options.
2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES
2.01 Respect
(a) Social workers should treat colleagues with respect and should represent accurately and fairly the
qualifications, views, and obligations of colleagues.
(b) Social workers should avoid unwarranted negative criticism of colleagues in communications with
clients or with other professionals. Unwarranted negative criticism may include demeaning comments
that refer to colleagues’ level of competence or to individuals’ attributes such as race, ethnicity,
national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political
belief, religion, immigration status, and mental or physical disability.
(c) Social workers should cooperate with social work colleagues and with colleagues of other
professions when such cooperation serves the well being of clients.
2.02 Confidentiality
Social workers should respect confidential information shared by colleagues in the course of their
professional relationships and transactions. Social workers should ensure that such colleagues
understand social workers’ obligation to respect confidentiality and any exceptions related to it.
2.03 Interdisciplinary Collaboration
a) Social workers who are members of an interdisciplinary team should participate in and contribute to
decisions that affect the well being of clients by drawing on the perspectives, values, and experiences
of the social work profession. Professional and ethical obligations of the interdisciplinary team
as a whole and of its individual members should be clearly established.
(b) Social workers for whom a team decision raises ethical concerns should attempt to resolve the
disagreement through appropriate channels. If the disagreement cannot be resolved, social workers
should pursue other avenues to address their concerns consistent with client well being.
2.04 Disputes Involving Colleagues
(a) Social workers should not take advantage of a dispute between a colleague and an employer to
obtain a position or otherwise advance the social workers’ own interests.
(b) Social workers should not exploit clients in disputes with colleagues or engage clients in any
inappropriate discussion of conflicts between social workers and their colleagues.
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2.05 Consultation
(a) Social workers should seek the advice and counsel of colleagues whenever such consultation is in
the best interests of clients.
(b) Social workers should keep themselves informed about colleagues’ areas of expertise and
competencies. Social workers should seek consultation only from colleagues who have demonstrated
knowledge, expertise, and competence related to the subject of the consultation.
(c) When consulting with colleagues about clients, social workers should disclose the least amount of
information necessary to achieve the purposes of the consultation.
2.06 Referral for Services
(a) Social workers should refer clients to other professionals when the other professionals’ specialized
knowledge or expertise is needed to serve clients fully or when social workers believe that they are not
being effective or making reasonable progress with clients and that additional service is required.
(b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an
orderly transfer of responsibility. Social workers who refer clients to other professionals should disclose,
with clients’ consent, all pertinent information to the new service providers.
(c) Social workers are prohibited from giving or receiving payment for a referral when no professional
service is provided by the referring social worker.
2.07 Sexual Relationships
(a) Social workers who function as supervisors or educators should not engage in sexual activities or
contact with supervisees, students, trainees, or other colleagues over whom they exercise professional
authority.
(b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential
for a conflict of interest. Social workers who become involved in, or anticipate becoming involved in, a
sexual relationship with a colleague have a duty to transfer professional responsibilities, when
necessary, to avoid a conflict of interest.
2.08 Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual
harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or
physical conduct of a sexual nature.
2.09 Impairment of Colleagues
(a) Social workers who have direct knowledge of a social work colleague’s impairment that is due
to personal problems, psychosocial distress, substance abuse, or mental health difficulties and that
interferes with practice effectiveness should consult with that colleague when feasible and assist the
colleague in taking remedial action.
(b) Social workers who believe that a social work colleague’s impairment interferes with practice
effectiveness and that the colleague has not taken adequate steps to address the impairment should
take action through appropriate channels established by employers, agencies, NASW, licensing and
regulatory bodies, and other professional organizations.
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2.10 Incompetence of Colleagues
(a) Social workers who have direct knowledge of a social work colleague’s incompetence should consult
with that colleague when feasible and assist the colleague in taking remedial action.
(b) Social workers who believe that a social work colleague is incompetent and has not taken adequate
steps to address the incompetence should take action through appropriate channels established by
employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations.
2.11 Unethical Conduct of Colleagues
(a) Social workers should take adequate measures to discourage, prevent, expose, and correct the
unethical conduct of colleagues.
(b) Social workers should be knowledgeable about established policies and procedures for handling
concerns about colleagues’ unethical behavior. Social workers should be familiar with national, state,
and local procedures for handling ethics complaints. These include policies and procedures created by
NASW, licensing and regulatory bodies, employers, agencies, and other professional organizations.
(c) Social workers who believe that a colleague has acted unethically should seek resolution by
discussing their concerns with the colleague when feasible and when such discussion is likely to be
productive.
(d) When necessary, social workers who believe that a colleague has acted unethically should take
action through appropriate formal channels (such as contacting a state licensing board or regulatory
body, an NASW committee on inquiry, or other professional ethics committees).
(e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct.
3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS
3.01 Supervision and Consultation
(a) Social workers who provide supervision or consultation should have the necessary knowledge and
skill to supervise or consult appropriately and should do so only within their areas of knowledge and
competence.
(b) Social workers who provide supervision or consultation are responsible for setting clear,
appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in any dual or multiple relationships with supervisees in which
there is a risk of exploitation of or potential harm to the supervisee.
(d) Social workers who provide supervision should evaluate supervisees’ performance in a manner that
is fair and respectful.
3.02 Education and Training
(a) Social workers who function as educators, Field Instructors for students, or trainers should provide
instruction only within their areas of knowledge and competence and should provide instruction based
on the most current information and knowledge available in the profession.
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(b) Social workers who function as educators or Field Instructors for students should evaluate students’
performance in a manner that is fair and respectful.

(c) Social workers who function as educators or Field Instructors for students should take reasonable
steps to ensure that clients are routinely informed when services are being provided by students.
(d) Social workers who function as educators or Field Instructors for students should not engage in any
dual or multiple relationships with students in which there is a risk of exploitation or potential harm to
the student. Social work educators and Field Instructors are responsible for setting clear, appropriate,
and culturally sensitive boundaries.
3.03 Performance Evaluation
Social workers who have responsibility for evaluating the performance of others should fulfill such
responsibility in a fair and considerate manner and on the basis of clearly stated criteria.
3.04 Client Records
(a) Social workers should take reasonable steps to ensure that documentation in records is accurate and
reflects the services provided.
(b) Social workers should include sufficient and timely documentation in records to facilitate the
delivery of services and to ensure continuity of services provided to clients in the future.
(c) Social workers’ documentation should protect clients’ privacy to the extent that is possible and
appropriate and should include only information that is directly relevant to the delivery of services.
(d) Social workers should store records following the termination of services to ensure reasonable
future access. Records should be maintained for the number of years required by state statutes or
relevant contracts.
3.05 Billing
Social workers should establish and maintain billing practices that accurately reflect the nature and
extent of services provided and that identify who provided the service in the practice setting.
3.06 Client Transfer
(a) When an individual who is receiving services from another agency or colleague contacts a social
worker for services, the social worker should carefully consider the client’s needs before agreeing
to provide services. To minimize possible confusion and conflict, social workers should discuss with
potential clients the nature of the clients’ current relationship with other service providers and the
implications, including possible benefits or risks, of entering into a relationship with a new service
provider.
(b) If a new client has been served by another agency or colleague, social workers should discuss with
the client whether consultation with the previous service provider is in the client’s best interest.
3.07 Administration
(a) Social work administrators should advocate within and outside their agencies for adequate
resources to meet clients’ needs.
(b) Social workers should advocate for resource allocation procedures that are open and fair. When not
all clients’ needs can be met, an allocation procedure should be developed that is nondiscriminatory
and based on appropriate and consistently applied principles.
(c) Social workers who are administrators should take reasonable steps to ensure that adequate agency
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or organizational resources are available to provide appropriate staff supervision.
(d) Social work administrators should take reasonable steps to ensure that the working environment
for which they are responsible is consistent with and encourages compliance with the NASW Code of
Ethics. Social work administrators should take reasonable steps to eliminate any conditions in their
organizations that violate, interfere with, or discourage compliance with the Code.
3.08 Continuing Education and Staff Development
Social work administrators and supervisors should take reasonable steps to provide or arrange for
continuing education and staff development for all staff for whom they are responsible. Continuing
education and staff development should address current knowledge and emerging developments
related to social work practice and ethics.
3.09 Commitments to Employers
(a) Social workers generally should adhere to commitments made to employers and employing
organizations.
(b) Social workers should work to improve employing agencies’ policies and procedures and the
efficiency and effectiveness of their services.
(c) Social workers should take reasonable steps to ensure that employers are aware of social workers’
ethical obligations as set forth in the NASW Code of Ethics and of the implications of those obligations
for social work practice.
(d) Social workers should not allow an employing organization’s policies, procedures, regulations, or
administrative orders to interfere with their ethical practice of social work. Social workers should take
reasonable steps to ensure that their employing organizations’ practices are consistent with the NASW
Code of Ethics.
(e) Social workers should act to prevent and eliminate discrimination in the employing organization’s
work assignments and in its employment policies and practices.
(f) Social workers should accept employment or arrange student field placements only in organizations
that exercise fair personnel practices.
(g) Social workers should be diligent stewards of the resources of their employing organizations, wisely
conserving funds where appropriate and never misappropriating funds or using them for unintended
purposes.
3.10 Labor-Management Disputes
(a) Social workers may engage in organized action, including the formation of and participation in labor
unions, to improve services to clients and working conditions.
(b) The actions of social workers who are involved in labor-management disputes, job actions, or labor
strikes should be guided by the profession’s values, ethical principles, and ethical standards. Reasonable
differences of opinion exist among social workers concerning their primary obligation as professionals
during an actual or threatened labor strike or job action. Social workers should carefully examine
relevant issues and their possible impact on clients before deciding on a course of action.
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4. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS
4.01 Competence
(a) Social workers should accept responsibility or employment only on the basis of existing competence
or the intention to acquire the necessary competence.
(b) Social workers should strive to become and remain proficient in professional practice and the
performance of professional functions. Social workers should critically examine and keep current with
emerging knowledge relevant to social work. Social workers should routinely review the professional
literature and participate in continuing education relevant to social work practice and social work
ethics.
(c) Social workers should base practice on recognized knowledge, including empirically based.
4.02 Discrimination
Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination
on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or
expression, age, marital status, political belief, religion, immigration status, or mental or physical
disability.
4.03 Private Conduct
Social workers should not permit their private conduct to interfere with their ability to fulfill their
professional responsibilities.
4.04 Dishonesty, Fraud, and Deception
Social workers should not participate in, condone, or be associated with dishonesty, fraud, or
deception.
4.05 Impairment
(a) Social workers should not allow their own personal problems, psychosocial distress, legal problems,
substance abuse, or mental health difficulties to interfere with their professional judgment and
performance or to jeopardize the best interests of people for whom they have a professional
responsibility.
(b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse,
or mental health difficulties interfere with their professional judgment and performance should
immediately seek consultation and take appropriate remedial action by seeking professional help,
making adjustments in workload, terminating practice, or taking any other steps necessary to protect
clients and others.
4.06 Misrepresentation
(a) Social workers should make clear distinctions between statements made and actions engaged in as
a private individual and as a representative of the social work profession, a professional social work
organization, or the social worker’s employing agency.
(b) Social workers who speak on behalf of professional social work organizations should accurately
represent the official and authorized positions of the organizations.
(c) Social workers should ensure that their representations to clients, agencies, and the public of
professional qualifications, credentials, education, competence, affiliations, services provided, or
40

esults to be achieved are accurate. Social workers should claim only those relevant professional
credentials they actually possess and take steps to correct any inaccuracies or misrepresentations of
their credentials by others.
4.07 Solicitations
(a) Social workers should not engage in uninvited solicitation of potential clients who, because of their
circumstances, are vulnerable to undue influence, manipulation, or coercion.
(b) Social workers should not engage in solicitation of testimonial endorsements (including solicitation
of consent to use a client’s prior statement as a testimonial endorsement) from current clients or from
other people who, because of their particular circumstances, are vulnerable to undue influence.
4.08 Acknowledging Credit
(a) Social workers should take responsibility and credit, including authorship credit, only for work they
have actually performed and to which they have contributed.
(b) Social workers should honestly acknowledge the work of and the contributions made by others.
5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION
5.01 Integrity of the Profession
(a) Social workers should work toward the maintenance and promotion of high standards of practice.
(b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the
profession. Social workers should protect, enhance, and improve the integrity of the profession through
appropriate study and research, active discussion, and responsible criticism of the profession.
(c) Social workers should contribute time and professional expertise to activities that promote respect
for the value, integrity, and competence of the social work profession. These activities may include
teaching, research, consultation, service, legislative testimony, presentations in the community, and
participation in their professional organizations.
(d) Social workers should contribute to the knowledge base of social work and share with colleagues
their knowledge related to practice, research, and ethics. Social workers should seek to contribute to
the profession’s literature and to share their knowledge at professional meetings and conferences.
(e) Social workers should act to prevent the unauthorized and unqualified practice of social work.
5.02 Evaluation and Research
(a) Social workers should monitor and evaluate policies, the implementation of programs, and practice
interventions.
(b) Social workers should promote and facilitate evaluation and research to contribute to the
development of knowledge.
(c) Social workers should critically examine and keep current with emerging knowledge relevant to
social work and fully use evaluation and research evidence in their professional practice.
41
(d) Social workers engaged in evaluation or research should carefully consider possible consequences
and should follow guidelines developed for the protection of evaluation and research participants.

Appropriate institutional review boards should be consulted.
(e) Social workers engaged in evaluation or research should obtain voluntary and written informed
consent from participants, when appropriate, without any implied or actual deprivation or penalty for
refusal to participate; without undue inducement to participate; and with due regard for participants’
well being, privacy, and dignity. Informed consent should include information about the nature, extent,
and duration of the participation requested and disclosure of the risks and benefits of participation in
the research.
(f) When evaluation or research participants are incapable of giving informed consent, social workers
should provide an appropriate explanation to the participants, obtain the participants’ assent to the
extent they are able, and obtain written consent from an appropriate proxy.
(g) Social workers should never design or conduct evaluation or research that does not use consent
procedures, such as certain forms of naturalistic observation and archival research, unless rigorous
and responsible review of the research has found it to be justified because of its prospective scientific,
educational, or applied value and unless equally effective alternative procedures that do not involve
waiver of consent are not feasible.
(h) Social workers should inform participants of their right to withdraw from evaluation and research at
any time without penalty.
(i) Social workers should take appropriate steps to ensure that participants in evaluation and research
have access to appropriate supportive services.
(j) Social workers engaged in evaluation or research should protect participants from unwarranted
physical or mental distress, harm, danger, or deprivation.
(k) Social workers engaged in the evaluation of services should discuss collected information only for
professional purposes and only with people professionally concerned with this information.
(l) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of
participants and of the data obtained from them. Social workers should inform participants of any limits
of confidentiality, the measures that will be taken to ensure confidentiality, and when any records
containing research data will be destroyed.
(m) Social workers who report evaluation and research results should protect participants’
confidentiality by omitting identifying information unless proper consent has been obtained authorizing
disclosure.
(n) Social workers should report evaluation and research findings accurately. They should not fabricate
or falsify results and should take steps to correct any errors later found in published data using standard
publication methods.
(o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest
and dual relationships with participants, should inform participants when a real or potential conflict of
interest arises, and should take steps to resolve the issue in a manner that makes participants’ interests
primary.
(p) Social workers should educate themselves, their students, and their colleagues about responsible
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esearch practices.
6. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY
6.01 Social Welfare
Social workers should promote the general welfare of society, from local to global levels, and the
development of people, their communities, and their environments. Social workers should advocate
for living conditions conducive to the fulfillment of basic human needs and should promote social,
economic, political, and cultural values and institutions that are compatible with the realization of
social justice.
6.02 Public Participation
Social workers should facilitate informed participation by the public in shaping social policies and
institutions.
6.03 Public Emergencies
Social workers should provide appropriate professional services in public emergencies to the greatest
extent possible.
6.04 Social and Political Action
(a) Social workers should engage in social and political action that seeks to ensure that all people have
equal access to the resources, employment, services, and opportunities they require to meet their
basic human needs and to develop fully. Social workers should be aware of the impact of the political
arena on practice and should advocate for changes in policy and legislation to improve social conditions
in order to meet basic human needs and promote social justice.
(b) Social workers should act to expand choice and opportunity for all people, with special regard for
vulnerable, disadvantaged, oppressed, and exploited people and groups.
(c) Social workers should promote conditions that encourage respect for cultural and social diversity
within the United States and globally. Social workers should promote policies and practices that
demonstrate respect for difference, support the expansion of cultural knowledge and resources,
advocate for programs and institutions that demonstrate cultural competence, and promote policies
that safeguard the rights of and confirm equity and social justice for all people.
(d) Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination
against any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual
orientation, gender identity or expression, age, marital status, political belief, religion, immigration
status, or mental or physical disability.
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STATEMENT ON NONDISCRIMINATION
The University of Maryland, Baltimore is accredited by the Middle States Association of Colleges and Schools.
The University of Maryland, Baltimore is an equal opportunity institution with respect to both education and
employment. In educational programs, UMB does not discriminate on the basis of race, color, religion, age,
ancestry or national origin, gender, sexual orientation, physical or mental disability, marital status, or veteran
status. Exceptions are made as allowed by law, for example, due to bona fide occupational qualifications or lack
of accommodations for disabilities that fundamentally alter the nature of an academic program.
44

UNIVERSITY OF MARYLAND SCHOOL OF SOCIAL WORK
ADA DISCLOSURES AND ACCOMMODATION REQUESTS
If you would like to request classroom accommodations for a disability, please immediately contact the UMB
Disabilities Services Office, at 410-706-7767, for additional information. That office will explain the ADA
process and the required documentation. It is important that you follow through with this process if you
believe you are eligible for accommodations; accommodations may not be made retroactively.
For detailed information pertaining to ADA Affairs (policies and procedures), students can access the Student
Handbook on the SSW web-site and access the Appendices Link and then click onto the documents titled
Policy & Procedures for Students with Disabilities and UMB Guidelines for Documenting a Disability.
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SEXUAL HARASSMENT
UMB adapted the sexual harassment regulation promulgated by the United States Equal Employment
Opportunity Commission (29 C. F. R. 1604).
Unwelcome sexual advances, unwelcome requests for sexual favors, and other behavior of a
sexual nature constitute sexual harassment when:
A. Submission to such conduct is made either explicitly or implicitly a term or condition of an
individual’s employment by UMB or an individual’s participation in a UMB educational program
or;
B. Submission to or rejection of such conduct by an individual is used as the basis for academic
or employment decisions affecting that individual; or
C. Such conduct has the purpose or effect of unreasonably interfering with an individual’s
academic or work performance, or of creating an intimidating, hostile, or offensive educational
or working environment
ADMINISTRATIVE REMEDIES
A student who believes he or she has been sexually harassed by a Field Instructor or personnel within the
Field Education agency should report the matter to the Faculty Field Liaison. The Faculty Field Liaison shall
investigate and mediate the situation through discussions with the Field Instructor and the coordinator of
student placement within the agency. The liaison shall report the recommendations concerning the situation
to the Assistant Dean for Field Education.
The Web site link to the updated campus policy on Sex-based Discrimination of Students is
http://cf.umaryland.edu/hrpolicies/section6/t60120Bsa.html.
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foundation syllabus:
47

UNIVERSITY OF MARYLAND
FOUNDATION Field Education
SCHOOL OF SOCIAL WORK SOWK 635-636
COURSE OBJECTIVES
Practicum Field Education is part of the Foundation curriculum. It provides students with an opportunity
to develop skill in applying what they are learning in the classroom. A primary objective of Practicum Field
Education is the internalization of a generic problem-solving model of practice and development of generalist
skills. The student is expected to master the field curriculum objectives by the end of the Practicum (i.e., by
the end of the second semester).
The Field curriculum is organized into eight focal learning areas. These are:
I. Social work perspectives, theories, and knowledge
II. Social work systems:
agency setting
community and inter-organizational practice
groups
families
individuals
III. Generic problem-solving model of practice
IV. Intervention strategies and tactics (generalist skills)
V. Social work relationships
VI. Communication
VII. Working with diversity
VIII. Work management
Attitude, knowledge, and skill objectives are provided for each focal learning area. The objectives should be
used as a framework to:
1) Assess the student’s initial learning needs
2) Develop with the student an individualized learning contract
3) Evaluate the student’s learning and performance
Upon completion of SOWK 635 and SOWK 636, students will have achieved the following objectives:
I. SOCIAL WORK PERSPECTIVES, THEORIES AND KNOWLEDGE
The student:
Attitude Objectives
Is aware that the focus of social work practice is person-in-situation and demonstrates commitment to that
focus in working with and on behalf of clients in the field practicum:
48

Demonstrates a commitment to theory-based practice by mastering theories taught in the classroom, by
seeking to apply them in the practicum, and by providing theory-based rationales for their interventions to the
Field Instructor, Field Liaison and classroom instructor;
Demonstrates commitment to the social work values and Code of Ethics by identifying if they are congruent
with their personal value systems, by consciously seeking to implement social work values in their field
practice; by identifying value conflicts and ethical dilemmas encountered in the practicum; by discussing with
the Field Instructor any such dilemmas; and by knowing the rationale for ethical decisions made and actions
taken;
Demonstrates, in relationships with clients, agency staff and other people involved in specific - practice
situations, respect for human beings and for diversity;
Is alert to social injustices and conditions that threaten the welfare of the agency’s clients, (particularly
populations-at-risk who are marginalized by social and economic forces) including manifestations in individual
and family dysfunction, in the agency and its task and resource environments, in clients’ neighborhoods and
communities, and in relevant social policy at the local, state, and federal levels;
Believes in the potential for planned change at any system level, and demonstrates commitment to being an
effective change agent by conscious effort to learn and by systematic, empirical evaluation of his/her own
practice;
Knowledge Objectives
Understands and is able to describe the Social Work Code of Ethics and its application in the context of day-today
practice;
Understands the nature of social work as a profession and can analyze the role of social work within the field
agency;
Is aware of the broad social context of social work transactions and can describe how the policies, programs,
and practice of the field agency are affected by its environment;
Can describe the professional social work roles utilized in the agency and demonstrates understanding of those
roles by consciously, appropriately, and differentially assuming them in her/his field work;
Demonstrates an application of social work values and the Code of Ethics in all areas of practice;
Can summarize concepts and theories taught in all Foundation courses, assesses their applicability to practice,
and critically evaluate their utility in the field setting;
Can describe the contribution of empirical research and of formal evaluation to social work effectiveness;
Skill Objectives
Is able to identify the systems involved in a particular case situation, their contribution to problem
maintenance, their potential for supporting change, and their feasibility as intervention points;
Approaches work with clients systematically, demonstrating basic skill in engaging client systems, and working
in partnership with the client system to identify the problem; formulate goals; conduct an assessment; achieve
a contract, including specific objectives and a plan; implement the plan; evaluate its effects and appropriately
modifying or changing the plan; terminate, and evaluate the outcome;
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Is able to critique specific practice transactions; can identify skills used, and demonstrates increased skills;
Demonstrates flexible, non-stereotyped practice with clients from diverse backgrounds;
Demonstrates flexible, non-stereotyped practice with clients from at-risk populations;
Identifies skills to which he/she should pay special attention in the Advanced curriculum.
II. SOCIAL WORK SYSTEMS
The student:
Attitude Objectives
Accepts that social work’s person-in-situation requires understanding of and skill in working with the multiple
systems that have an impact upon individuals;
Demonstrates commitment to learning about different systems by mastering relevant classroom learning
and using it to understand and analyze the different types and levels of systems involved in specific practice
episodes;
Knowledge Objectives
a) In the Agency Setting
Understands the agency’s function;
Is aware of the agency’s history and ways in which it has adapted to changing circumstances;
Understands the agency’s goals and can discuss how the goals are operationalized;
Can identify the social policy or policies that guide, underpin, and/or influence the delivery of service(s) in the
agency;
Is familiar with the agency’s resource environment and its impact upon agency policy, programs, and practice;
Is familiar with the agency’s task environment and with its inter-organizational relationships;
Identifies how the agency as context affects clients and staff;
Relates his/her observations of the agency to social work values and identifies value conflicts which commonly
occur between clients, social workers and the agency;
Understands the generic base of practice with and within organizations and is aware of the specialized
knowledge, theory and skills required for advanced practice in administration;
b) In Community and Inter-Organizational Practice
Knows that she/he represents the agency in her/his contacts with other agencies and community institutions;
Is aware of the community context in which the agency operates, and identifies attributes of the community
which support good psychosocial functioning and attributes which contribute to psychosocial dysfunction;
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Generalizes about the availability, accessibility and quality of local resources in relation to client needs and
identifies the impact of the local resource system upon clients and upon the agency;
Relates social work expertise in community resources to social work purposes and models of helping and
relates the local community resources system to broader issues of social problems, policy, and program;
Comprehends the generic base of community and inter-organizational practice and is aware of the specialized
knowledge, theory and skills required for advanced practice with communities and between organizations;
c) With a Group
Understands the role of groups in social work;
Identifies formal and informal groups within the agency and their ramifications for clients, staff, and others
involved with the agency;
Describes types of client groups sponsored by the agency, ways in which they help clients, and factors
associated with group success;
Analyzes his/her practice with groups using concepts from theories of groups and group practice;
Comprehends the generic base of group practice and is aware of the specialized knowledge, theory, and skills
required for advanced work with groups;
d) With Families
Describes families served by the agency and demonstrates understanding of concepts of family functioning by
using them in family assessment and intervention;
In specific case situations, describes the transactions between individual members and the family as a whole;
the nature of the transactions between the family and community, the relationship between the family and the
agency, the degree to which the agency is able to meet family needs;
Analyzes his/her practice by using family concepts and family practice theory;
Comprehends the generic base of family practice and is aware of the knowledge, theory and skills required for
advanced work with families;
e) With Individuals
Understands the biological, psychological, social, and political factors that interact to influence individuals’
psychosocial functioning and their ability to cope with problems in living;
Describes individuals served by the agency and the impact upon them of their transactions with their families,
groups, community, community institutions, and with the agency
Analyzes his/her work with individuals using theories of individuals behavior and individual change taught in
the Foundation curriculum;
Identifies the generic base of practice with individuals and is aware of the specialized knowledge, theory and
skill that are required for advanced practice with individuals;
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Skill Objectives
Applies generic practice concepts in working with different system types and levels of systems;
Implements a generalist practice model by adapting basic skills to work with different levels and types of
systems;
Applies concepts that are specific to different levels and types of systems and intervenes by using models that
are specific to the particular level and type of system;
In a particular practice transaction, identifies the systems involved, obtains or infers their perception of the
problematic situation and their goals, identifies the role of the different systems in problem initiation and
maintenance, identifies actors who can contribute to problem resolution, appeals to their interests and obtains
commitments to the change effort, selects points of intervention and manages a plan of intervention.
III. GENERIC PROBLEM-SOLVING MODEL OF PRACTICE
The student:
Attitude Objectives
Is aware that there are many models of practice and that a problem solving model is only one approach, and
that it is valued and widely used in the field;
Upon entering the field, will demonstrate a commitment to learning the problem-solving model by seeking to
use it in her/his practice;
Will be prepared to integrate the problem solving framework with her/his learning in the Advanced
Curriculum, and will be prepared to apply it appropriately and selectively in her/his Advanced Field
Placements;
Identifies the underlying value assumptions of a practice-solving approach;
Knowledge Objectives
Critiques and analyzes his/her own practice using the problem-solving framework as an analytical tool;
Integrates the problem solving model with systems concepts, an ecological perspective, communication theory
and role theory;
Skill Objectives
In any specific situation in the field setting, will be able to operationalize a generic problem solving model of
practice.
Specifically, will be able to identify and define the problem and set goals by learning to
1) Identify the client system;
2) describe the problem from the client’s point of view;
3) identify systems involved in the problem situation, and describe the problem from the points view of
members of the other involved systems;
4) identify decision-making processes and decision-makers in the involved system;
5) assess whether the agency is an appropriate resource, given the nature of the problem and the agency
function;
6) collect, interpret and use relevant data in order to define the problem;
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7) communicate his/her understanding of the problem clearly to the client, Field Instructors and, as
appropriate, other members of the action system;
8) recognize and respect the rights of clients to make choices and decisions;
9) with the client, set realistic goals, partializing goals, as appropriate, into stated objectives;
10) with the client, state goals in measurable terms so that goal achievement can be determined;
11) set realistic time frames for goal and objective achievement;
12) begin where the client is, and do not impose his or her own goals or agenda upon the client.
IV. INTERVENTION STRATEGIES AND TACTICS
The student:
Attitude Objectives
Is prepared to offer direct services to individuals, families and groups, to do community work, and to be an
effective member of the field agency, including having sound working relationships with collaterals, with
representatives of other agencies and with community members;
Demonstrates commitment to social work’s multi-modal, multi-system approach to intervention by seeking to
use this approach in the practicum;
Demonstrates commitment to theory-based practice by providing tested, knowledge based rationales for the
interventions and tactics used in any specific practice transaction;
Is prepared to integrate Foundation precepts with learning in the Advanced Curriculum and to develop a nonstereotyped,
flexible and creative approach to practice;
Knowledge Objectives
Understands that intervention follows from problem definition and assessment and relates intervention to the
presenting problem and assessment;
Uses social work values, theory and knowledge learned in the Foundation to assess his/her interventions in the
field;
Comprehends the generic basis of intervention, is aware that generic practice is expressed through specific
incidents, and is aware that advanced practice in any field requires specialized knowledge, theory and skills;
Skill Objectives
Under the guidance of the Field Instructor,
Engages the client effectively and involves the client by contracting and intervention planning;
Conducts multidimensional assessments and is able to consider the significance of information about the
client, the environment, including the agency, the transactions between the client and the environment, clientworker
transactions;
Formulates measurable, achievable objectives;
Implements the plan, effectively involving the client and members of other involved systems;
Appropriately terminates and evaluates the intervention.
53

V. RELATlONSHIPS
The student:
Attitude Objectives
Is aware that professional use of self is critical to social work practice;
Demonstrates commitment to professional use of self by identifying when appearance, behaviors, or countertransference
are obstacles to effective relationships;
Demonstrates commitment to professional use of self by seeking to appropriately address self-related
obstacles to effective professional relationships in his/her field practice;
Demonstrates commitment to relationship skills by mastering the theory of social work relationships, seeking
to apply it in practice, and analyzing specific practice transaction identify areas of strength and areas which
need enhancement;
Demonstrates commitment to working with people from diverse backgrounds by recognizing when differences
may be problematic in building a relationship, by tuning into stereotypes, biases, and/or feelings that may
obstruct relationship building, by actively learning about the individual’s milieu and situation, and by actively
seeking consultation on how to handle issues of difference and diversity within the professional relationship;
Demonstrates comfort with his/her power and authority and is comfortable with its appropriate application;
Is ready to continue to work on relationship skills and professional use of self in the Advanced field placement;
Knowledge Objectives
Differentiates between social work and other relationships;
Understands that social work relationships develop over time and that there are specific phases (beginnings,
middles, and endings) that are characterized by particular issues and feelings that need to be addressed by the
worker;
Understands issues of power and authority in social work relationships and is able to describe their impact on
her/his relationships in the field setting;
Skill Objectives
Engages with clients and other members of systems involved in specific practice situations;
Demonstrates empathy in transactions with people;
Establishes and maintains effective working relationships with people from diverse backgrounds;
Identifies the phases of social work relationships, and effectively deals with the tasks and processes of that
stage;
Identifies unprofessional or ineffective behavior and appropriately modifies any such problematic behavior;
Is able to constructively use his/her power and authority.
54

VI. COMMUNICATlON
The student:
Attitude Objectives
Accepts that effective social work depends upon effective oral and written communication skills and is ready to
work to improve communication skills;
Demonstrates a readiness to adapt interviewing behavior to the needs of clients from diverse populations
by identifying that gender, race, class, ethnicity, age, sexual orientation, or other differences need to be
considered in interviewing, by actively seeking information about the possible ramifications of differences
between interviewer and interviewee, and by modifying interviewing practice when appropriate;
Demonstrates a readiness to improve interviewing skills by timely preparation of process;
Demonstrates commitment to effective writing by preparing written materials in a timely matter, and by
rewriting, if necessary, to produce relevant, well-focussed, clear, and concise written materials;
Knowledge Objectives
Is familiar with basic communication concepts, and identifies factors, both verbal and non-verbal, that facilitate
communication and factors both verbal and non-verbal, that impede communication;
Uses communication concepts to analyze his/her professional transactions with other people and his/her
written communications;
Differentiates between different types of social work interviews and can adapt his/her interviewing behavior to
those different purposes;
Understands the purposes and uses of written communication, is able to write clearly and concisely, without
errors of grammar and spelling;
Adapts a format and writing style that is appropriate to the needs of different audiences;
Knows the purposes and expected format of process recording;
Skill Objectives
Prepares clear, written records, reports, letters, memos and other written materials;
Selectively and purposefully uses diverse communication techniques in individual, family and group interviews,
and in other professional transactions;
Can relate technique to purpose;
Identifies whether specific techniques had the desired effect and is able to identify alternative techniques that
might have the desired effect;
Identifies, utilizes, integrates, and evaluates a variety of techniques;
Identifies alternative techniques when a particular technique has not had the desired effect;
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Prepares process recordings, reviews them with the Field Instructor and uses the process recordings to assess
and learn from his/her interviews with clients or other actors.
Vll. DIVERSITY
The student:
Attitude Objectives
Accepts that the social workers are ethically bound to be non-discriminatory and to serve clients from diverse
backgrounds;
Is aware that achieving understanding of the life experiences of people from diverse backgrounds requires
active learning, accepts that the limitations of his/her own experiences may be an obstacle to understanding
others’ realities;
Willingly learns about specific aspects of diversity of his/her clients and works to develop a dual perspective;
Demonstrates a readiness to develop skill in working with people of diverse backgrounds by identifying
stereotypes, biases or negative attitudes that might interfere with building effective relationships and by
actively seeking corrective information and experiences;
Knowledge Objectives
Using empirical data and experience, is able to generalize about the agency’s clients, their life situations and
problems in living without stereotyping, and recognizes that the generalization may not apply in specific
situations;
Relates the general characteristics of the agency’s clientele to ways in which the agency and its staff need to
adapt their practice to the needs and characteristics of the clientele;
When working with members of oppressed or stigmatized groups, identifies the effects of oppression and
stigmatization on behavior and development and understands the concept of empowerment;
Is aware that, despite diversity, all people have common human needs;
Skill Objectives
Is comfortable with clients whose backgrounds are different from his/her own background;
Identifies if ethnocentrism or other bias is different from his/her work with clients, acknowledges such feelings,
and seeks to control their effects on his/her behavior,
Appropriately discusses issues of difference with his/her client and with other people involved in specific
situations;
Adapts the problem-solving model of practice and generalist skills to the help-seeking practices of diverse
groups.
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VIII. WORK MANAGEMENT
The student:
Attitude Objectives
Accepts that social work is traditionally agency based, understands that agency maintenance and adequate
functioning are essential if services are to be provided, and is prepared to meet administrative and other
organizational requirements;
Knowledge Objectives
Understands agency maintenance needs;
Understands the need for accountability and can describe accountability procedures within the agency;
Understands the purposes of written records, knows the agency record keeping requirements and procedures,
and is able to meet the technical requirements, including computer literacy;
Understands that she/he is a resource and that how her/his time is used has ramifications for clients, the
agency, and her/his professional development;
Skill Objectives
Prepares clearly written records, reports, charts, letters, memos, etc.;
Establishes priorities in his/her work, uses resources effectively, and is able to work under pressure;
Performs tasks and client services, as defined and agreed upon with the Field Instructor, and meets the agreed
upon deadlines;
Shows initiative in learning and uses Field Education effectively, including preparation of agenda for Field
Education sessions and timely submission of weekly process recordings.
“(8/99)
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clinical syllabus:
58

UNIVERSITY OF MARYLAND
ADVANCED Field Education- CLINICAL
SCHOOL OF SOCIAL WORK SWCL 794 and SWCL 795
INTRODUCTION
Advanced Field Education-Clinical, taken after successful completion of the Foundation curriculum, may
be completed selecting one of two models: 1) three days (twenty-four hours) a week in the field, generally
Tuesday, Wednesday, and Thursday, for two semesters, from the beginning of the academic year through the
beginning of May or 2) two days (sixteen hours) a week in the field from the beginning of the academic year
through July. The course objectives and academic credit of 6 credits a semester are the same for both models.
However, the calendars which reflect when material is to be turned in to the School are different. Calendars
are available in the Field Education Manual.
In addition to having selected the clinical concentration, students in Advanced Field Education have also
chosen one of the following four specializations: aging, families and children, health or mental health.
COURSE OBJECTIVES
The following set of learning objectives provides the framework for students’ field experience and constitutes
the Advanced Practice Field Education Curriculum for Clinical students. It is intended to serve as a guide in
identifying students’ learning needs and in evaluating their performance during both semesters in the field.
It is expected that the field experience will provide opportunities for students to demonstrate mastery of each
of the objectives. There may be differences in emphasis related to the agency’s program and the student’s
learning needs. However, this curriculum statement is to be used as the primary working document between
the school for the teaching and learning which should take place in a given semester.
Since this is Advanced fieldwork, students are expected to use and develop their knowledge to clarify and
sharpen their assessment skills and to sort out complex situations. Their knowledge should be evident in
their well-informed decisions. They are expected to move toward mastery of the knowledge objectives with
demonstrated integration of their knowledge and experience. In their clinical work, students are expected to
demonstrate self-direction and control. They should be able to identify the strengths and weaknesses in their
performance.
At the completion of the field experience, students are expected to have mastered the identified skills of
clinical social work. They should be able to explain their use of specific modalities in relation to client need
and to use their skills differentially to facilitate the helping process. Their work should be characterized by
conscious, disciplined use of self, initiative, risk-taking when appropriate and self-evaluation. Their decisions
and actions are expected to reflect a commitment to social work values and ethics.
Requirements
1. Each student will develop a written learning contract with the Field Instructor.
2. Students and Field Instructors will participate in scheduled weekly Field Education conferences. The
conferences should take the form of individual tutorial sessions for a minimum of one hour per week and
should include a discussion of process recordings.
3. Students will submit monthly reports and a written schedule to make up any missed time.
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I. KNOWLEDGE OBJECTIVES
A. Knowledge about the broad social context within which clinical transactions take place.
1. Identifies the social policies that support the agency’s program and defines their limits.
2. Is aware of the developments at the national, state, and local levels that have an impact on social
policy.
3. Uses social indicates (i.e., housing, health, employment, racial balance, and education) to describe
the populations served by the agency.
4. Identifies how the availability of institutional supports (i.e., transportation, day care, housing and
employment programs) affects client functioning.
5. Identifies the “natural supports” available to clients (i.e., family, neighbors, friends, community
groups).
B. Knowledge about the agency system.
1. Demonstrates an understanding of the agency’s purpose, policies, and programs and presents these
as one’s practice requires.
2. Observes and describes behavior at the organizational level.
3. Uses systems theory and small group theory to understand and describe organizational behavior.
4. Recognizes situations where organizational behavior is dysfunctional to client service and has
awareness of the professional options for promoting organizational change.
C. Knowledge about human behavior.
* Multi-causal nature
1. Recognizes the biological, psychological, and social factors interact to influence client behavior.
* Occurs in systems
1. Differentiates between personality system and social system levels.
2. Identifies the system level appropriate for intervention.
* Bio-Psychosocial concepts
1. Uses psychosocial concepts (i.e., ego-identity, role assignments, and representation of self and
others) in linking personality and social system levels.
2. Understands biological factors.
* Socio-cultural determinants (i.e., ethnicity, social class)
1. Identifies the differences in life styles, adaptive choices, perceptions of society and use of help that
are related to socio-cultural variables.
2. Understands when differences related to socio-cultural factors can represent adaptive behavior
rather than deviance.
3. Uses socio-cultural concepts to understand behavior in the clinical transaction:
a. Congruency between styles of giving and seeking help.
b. Differences in communication styles of worker and client.
c. Resistance and movement within the helping process.
d. Socio-historic base for resistance to seeking and using help.
e. The significance of advocacy and empowerment in transactions, especially with minority clients.
* Oppression
1. Understands the role of oppression in human behavior.
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* Developmental life-cycle perspective
1. Identifies the normal developmental stage of the client and the developmental tasks associated with
that stage.
2. Identifies constitutional fads that influence behavior.
* Personality development
1. Identifies the nature and source of anxiety and the characteristic ways people reduce anxiety.
2. Identifies and assesses specific ego functions and ego defenses.
3. Recognizes the specific adaptive techniques people develop in stressful environments.
4. Identifies the coping and progressive forces of the personality.
5. Distinguishes between what is in conscious awareness and what is outside of awareness.
6. Impact of early attachments on relationships.
* Theories of psychopathology
1. Views mental health and mental illness as a continuum, rather than as the presence or absence of
disease.
2. Recognizes the psychological and socio-cultural factors in mental illness.
3. Understands that socio-cultural factors influence the definition of and responses to mental illness.
4. Understands the implications of the labeling process.
5. Identifies dysfunction in the family and in other systems that relate to the mental illness of the client.
6. Uses perspectives on psychopathology that reduce the distance between the worker and client.
*Trauma
1. Recognizes different types of trauma over the lifecycle.
2. Understands the difference between interpersonal and impersonal trauma.
3. Recognizes the effect of trauma on personality development and relationships.
4. Identifies a range of evidence-based treatment approaches.
D. Knowledge about the structure and dynamics of groups.
1. Identifies the ways in which groups can be helpful to people.
2. Is aware of the types of groups that can be useful in a clinical setting (e.g., socialization, education,
therapy, activity, social action).
3. Identifies group processes as they occur in client, staff and student groups (e.g., setting norms,
subgroup formation, cohesion, control, and decision making).
4. Identifies phases of group development.
5. Understands the use of programs as a tool in work with groups.
6. Knows the issues and steps in organizing and starting a group.
E. Knowledge about the structure and dynamics of families.
1. Understands how the family organizes itself to accomplish its goals.
2. Understands that the family contributes to and reacts to the presenting problem.
3. Understands that individual change affects the family and that family change affects the individual.
4. Understands communication patterns among family members.
5. Recognizes the ways in which family interviews contribute to diagnosis and treatment.
F. Knowledge of communication processes, including these for populations at risk.
1. Describes her/his own communication style as well as that of the client
2. Recognizes:
a. Non-verbal and verbal communication.
b. Incongruities between verbal and non-verbal communication.
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c. The differential use of language by different client populations.
G. Knowledge of the professional role.
* Self-awareness
1. Recognizes the importance of self-awareness in work with both clients and colleagues.
2. Recognizes the reciprocal nature of the clinical transaction--which both student and client influence
and are influenced by each other.
3. Recognizes how both student and client participate in promoting or hindering the transaction.
4. Identifies the impact of culture, gender, race, and age, upon clinician-client transactions.
* The meaning of professional and ethical relationships
1. Understands that clarity of purpose is essential to the helping relationship.
2. Recognizes that giving and receiving help can hold a range of meanings for oneself and one’s clients.
3. Understands that relationships must conform to the Code of Ethics.
* The range of professional roles and relationships
1. Identifies the different professional roles and relationships that student-worker has with clients,
colleagues, instructor, staff, etc.
2. Identifies different roles assumed by the social worker, such as broker, advocate, mediator, and
counselor.
H. Elaborate the ways in which individuals’ diverse characteristics (e.g. social status, race, ethnicity, age,
sexual orientation, spirituality, and health status) impact their abilities to access services and affect client
transactions.
I. Develop knowledge of evidence-based interventions.
II. SKILL OBJECTIVES
A. Ability to implement the role demands of an Advanced clinical student.
1. Carries out task assignments responsibly, effectively, and promptly.
2. Complies with agency work routines.
3. Takes initiative in setting one’s own work priorities and in organizing one’s time.
4. Identifies one’s own work rhythms and assesses one’s own productivity.
5. Takes initiative in using instructional conferences for focused learning (i.e., using agenda, preparing
questions, self-assessment).
B. Ability to engage clients in a professional relationship.
1. Communicates one’s purpose in the helping relationship.
2. Communicates one’s willingness and confidence as a helper.
C. Ability to assess the request and need for help.
1. Enables clients to clarify their purposes in seeking help.
2. Enables clients to share relevant information and to request needed information.
3. Enables the client to know the steps involved in receiving help: what can be
expected of the worker, the agency, and the client.
4. Identifies the client’s need for environmental supports and explains the agency’s capacity to provide
these supports.
D. Ability to judge the degree of urgency in the client’s request for service.
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1. Discern the difference between one’s own feelings of urgency and those of the client.
2. Assesses an emergency situation, recognizing its meaning in relation to the client’s lifestyle and
culture.
3. Distinguishes varying degrees of urgency and acts accordingly in regard to:
a. Life-threatening situations requiring immediate action;
b. Threats to psychosocial functioning requiring prompt attention:
c. Situations that are stressful but not urgent.
E. Ability to recognize the impact of specific variables upon practice.
1. Demonstrates an advanced level of understanding the ways in which diversity impacts the context of
practice, the worker-client relationship, the practitioner’s response to the client, and the client’s
ability to utilize services.
2. Demonstrates an advanced level of understanding the ways in which social and economic injustice
and oppression have an impact upon practice both in terms of the services offered and the varying
perceptions of and responses to client problems.
3. Demonstrates an advanced level of understanding of the needs of particular populations at risk.
F. Ability to act within the agency system in response to client need and advocate for change when needed.
1. Works with the agency to facilitate its response to client need.
2. Identifies, based on data from one’s practice, gaps and incongruities in service.
3. Advocate for change when needed
G. Ability to facilitate referrals and to connect clients to resources outside the agency.
1. Prepares written referral summaries that are clear and concise.
2. Locates and contacts appropriate resources.
3. Gives the client a clear picture of what is involved in applying for and receiving services elsewhere.
4. Assesses and acts upon factors that help or hinder effective referral (within the relationship, within
the agency, and between agency systems).
H. Ability to formulate a culturally-sensitive assessment of client behavior.
1. Identifies the theoretical perspective used to understand client behavior.
2. Connects specific concepts to observations of behavior.
3. Produces written diagnostic formulations that connect observations and theory.
4. Identifies additional theoretical perspectives that can add to an understanding of the client’s
behavior.
5. Uses a strengths perspective in the assessment of client behavior.
I. Ability to link the assessment to the plan for intervention.
1 . Uses the diagnostic formulation as the basis for planning the specific approach to helping.
2. Makes a logical connection between the assessment of behavior and the plan for intervention.
3. Uses a strengths perspective in planning and implementing interventions.
J. Ability to establish a helping contract.
1. Makes clear to clients how the worker proposes to help.
2. Enlists the client’s participation in deciding if and how help is to be transacted.
3. Examines ones participation in beginning the helping process--or in resisting it.
K. Ability to reaffirm or to renegotiate contracts based on on-going assessment.
1. Provides feedback to clients and elicits feedback from clients as to the experience in the helping
process.
63

2. Makes a systematic assessment of what is taking place within the clinical transaction based on this
reciprocal feedback.
3. Sharpens the focus for the work and takes “therapeutic risks” based on the ongoing assessment.
L. Ability to selectively apply an array of intervention theories, models, and findings from empirical research.
1. Determines the modalities that can best meet clients needs and the clinical contract.
2. Identifies the unique as well as the common elements in work within the various modalities.
3. Makes appropriate use of skills specific to work with families (e.g., entry into an existing system,
assessing the “culture” of the family intervening in dysfunctional communication patterns).
4. Makes appropriate use of skills specific to work with groups (e.g., encouraging group processes that
foster trust, mutual aid, group decision making, group cohesion).
5. Identifies potential supportive resources in the clients’ environment, and facilitates linkages that
foster natural helping.
6. Intervenes as needed with other systems impinging on the client’s situation.
7. Demonstrates an understanding of empowerment and advocacy strategies to promote equity for
oppressed client groups.
M. Ability to identify and to understand one’s own patterns of behavior within the clinical transaction.
1. Observes, reports, and reflects on her/his own patterns of behavior.
2. Identifies her/his own relative comfort with behaviors of clients.
3. Indicates how s/he thinks about what s/he does and critiques her/his own patterns of behavior.
4. Reflects on her/his behavior in relation to her/his purposes in the clinical transaction.
5. Participates in identifying the learning needed to strengthen his/her clinical skills.
N. Ability to observe and to report on behavior of self and client within the student/client transactions.
1. Observes and reports on behavior in the clinical transaction and describes behavior transactionally.
2. Reports on behavior orally and in writing, with increasing selectivity, coherence, and clarity.
3. Identifies critical junctures within an interview or group session.
4. Identifies the specific phases of the clinical process as it develops over time.
5. Describes oneself in action, and reports on one’s patterns of behavior.
O. Ability to assess the effectiveness of one’s intervention.
1. Uses evidence-based practice methods and appropriate evaluation methodology.
P. Ability to demonstrate progressive skills toward assuming a leadership position in the field.
1. Conducts self-assessment on leadership.
2. Develops plan for personal leadership development.
3. Participates in leadership building activities.
Q. Ability to engage in ethical decision making.
1. Follows the Code of Ethics when making clinical decisions.
III. ATTITUDE OBJECTIVES:
The student is expected to demonstrate commitment to the social work profession.
A. Commitment to social and economic justice and to social work values reflected in the NASW Code of Ethics.
B. Show appreciation for the rich and positive contributions to community life brought by people of diverse
backgrounds, socio-economic levels and cultural groups; and sensitivity to the systemic barriers faced by these
persons that are derived from inequitable policies and practices.
64

C. Commit to clients and consumers as equal partners in social change endeavors.
D. Understand the constructive use of conflict to promote social justice and community change, and
productively manage conflict when it arises in community and administrative practice.
E. Recognize and adhere to professional boundaries with clients, constituents, and co-workers.
65

66macro syllabus:

UNIVERSITY OF MARYLAND
Field Education
SCHOOL OF SOCIAL WORK SWOA 794-795
Statement of Purpose
FIELD EDUCATION FOR
MANAGEMENT AND COMMUNITY ORGANIZATION
The Management and Community Organization (MACRO) Field Education courses are core elements of the
educational program. These courses provide opportunities for students to integrate knowledge, attitudes, and
skills learned in academic courses to the practicum situation at increasingly proficient levels of practice.
Students are placed as interns in a wide variety of organizational settings in the public, private and nonprofit
sectors. Placement settings include the range of opportunities available to MACRO practitioners such as large
public agencies, nonprofit philanthropies, small community-based social action organizations, private sector
firms, community development corporations, advocacy institutions or innovative multi-agency collaboratives.
It is expected that all MACRO placements will provide students with both management and community
organizing learning opportunities.
The two semesters of Field Education are designed for progressive and intensive learning opportunities.
Educational planning and evaluation is co-produced with the student, Field Instructor and Faculty Liason.
Requirements
Advanced Field Education follows successful completion of Foundation Field Education. Students may select
one of the following options:
1. Standard placement three days per week. In this option, students spend 24 hours per week in Field
Education; generally Tuesday, Wednesday and Thursday for two semesters beginning with the Fall
semester and ending in early May of Spring semester.
2. Extended placement two days per week. In this option, students spend 16 hours per week beginning
in the Fall semester and ending in July.
Both options have the same course objectives and receive 6 units of credit per semester. Due dates of
assignments and the timing of evaluations, however, are on different schedules (see Field Education calendar).
Students must complete a learning contract, minimum of three process recordings (per semester), and end of
semester evaluations. Additional assignments may be required by the Field Instructor and/or Faculty Liason
depending on the student’s learning needs and field site demands.
Learning Objectives
Students will:
67
A. Knowledge Objectives
1. Develop an understanding of social structure and its implications for marginalized communities and
populations.
2. Develop an understanding of power structures and power relationships:
• determine the structure of power in a social system
• observe dynamics of power relationships in interactions
• understand the power inherent in positions of authority and professional expertise, and is

knowledgeable about equalizing that power imbalance.
3. Gain knowledge of the impact of public policy, decisions and management implications in an area of
practice such as aging, child welfare, health, mental health, and so forth.
4. Develop an understanding of how communities develop and function, including:
• pertinent community history
• demographic data
• values
• key institutions
• strengths and assets
• actual and potential leaders
• key sub-groups
• critical challenges.
5. Develop knowledge of an agency, its history, services or programs, the community context, and
interorganizational relationships necessary to promote community building.
6. Develop an understanding of formal organizations in these areas:
• organizational vision, mission, mandates and goals
• organizational structure
• formal and informal systems
• external relationships including coalitions, partnerships, collaborations.
7. Develop knowledge of management functions in formal organizations in these areas:
• organizing and staffing
• planning and decision making
• fiscal control and evaluation
• leadership, motivation, and communication
• organizational change and development.
8. Increase understanding of human behavior in formal organizations at these levels:
• individuals
• teams and small groups
• sub-cultures
• intra- and inter-organizational cooperation.
9. Develop knowledge of information technologies in management and community organizations, and
demonstrate the ability to collect and process relevant information.
10. Deepen an understanding of the nature and range of professional roles and relationships:
• recognize the importance of self-awareness
• identify the impact of culture, including gender, race, ethnicity, age, religion, sexual orientation
and so forth on self and others
• identify the variety of professional roles such as – facilitator, leader, broker, organizer, negotiator,
educator and manager.
B. Skill Objectives
1. Identify, define and help resolve community and organizational issues, problems, and conditions; and
identify, define and document community and organizational assets and strengths.
2. Demonstrate the ability to develop and implement a problem-solving sequence with an organization
or community group:
• relationship building
• setting goals and objectives
• leadership development
• selection of strategies and tactics
• action steps
• implementation plan (budget, personnel, space/physical requirements)
68

69
• monitoring and evaluation
3. Demonstrate the ability to establish effective and collaborative working relationships with people of
various cultural backgrounds and identities, especially with at-risk populations.
4. Be able to advocate in political arenas through the development of political actions strategies based
on policy analyses on local, state and/or national arenas.
5. Demonstrate the ability to interview people, listen to and learn from individuals and groups from
diverse economic, political, social and cultural backgrounds.
6. Organize and staff effective task groups (standing committees, boards, adhoc committees, councils,
action groups, etc.).
7. Obtain administrative skills in organizing duties and activities, setting priorities, working under
pressure, preparing clearly written records, reports and memos in a timely manner.
8. Apply principles of research and evaluation to the practice setting.
9. Create and/or manage an information technology system for an organization or community.
10. Develop self-awareness and constructive use of that self-awareness in practice and supervision;
self-identify learning needs and communicate them to the Field Instructor.
C. Attitude Objectives
1. Demonstrate a commitment to social justice and to social work values reflected in the NASW Code of
Ethics.
2. Show appreciation for the rich and positive contributions to community life brought by people of
diverse backgrounds, socio-economic levels and cultural groups; and sensitivity to the systemic barriers
faced by these persons that are derived from inequitable policies and practices.
3. Commit to clients and consumers as equal partners in social change endeavors.
4. Understand the constructive use of conflict to promote social justice and community change, and
productively manage conflict when it arises in community and administrative practice.
5. Recognize and adhere to professional boundaries with clients, constituents, and co-workers.
Learning Contract
All students, in collaboration with their Field Instructors and Faculty Liasons, must develop a learning contract
in which they indicate how they will successfully demonstrate the MACRO knowledge, skills and attitude
learning objectives. All MACRO students need to integrate these learning objectives and demonstrate
competence in the following areas:
• Policy analysis and development in the public, community or organizational arena;
• Community assessment and intervention;
• Organizational assessment and intervention;
• Application of principles of multicultural practice;
• Self awareness, development and professional learning within the context of the NASW Code of
Ethics.
It is primarily the responsibility of the student, in consultation with the Field Instructor and Faculty Liason,
to be sure that learning assignments are undertaken that will demonstrate one’s abilities in these areas. The
learning contract becomes the basis upon which the student is evaluated. Problems with designing and/or
completing the learning contract need to be collaboratively addressed by the student, Instructor and Liaison.
A learning contract template is available on the Field web site. The contract covers the key learning areas,
activities to be undertaken to fulfill that learning area, expected outcomes, anticipated completion date, and
whether or not the assignment was successfully completed. A copy of the learning contract, and any revisions,
must be included with the end of semester evaluations.

forms/calendars:
70

Learning Contracts
THESE FORMS ARE FOR VIEWING PURPOSES ONLY.
ALL LEARNING CONTRACTS MUST BE SUBMITTED ELECTRONICALLY BY STUDENTS. FIELD INSTRUCTORS AND
FACULTY LiasonS MAY VIEW FORMS WHILE IN PROGRESS IN STUDENT’S EFN.
71

Foundation Learning Contract
Student: Field Instructor: Liaison: Agency:
Objectives Learning Strategies Evidence of
Accomplishments
1. To understand social systems: the
agency and its setting and role/function in
the community; the community including
other service delivery systems and the
client systems.
Student:
Field Instructor Comments:
2. To utilize a generic problem-solving
model of practice
Maintain a caseload of 3-5 clients
Plan and facilitate a group (ie. Client, community
or staff)
Student:
Field Instructor Comments:
3. To develop basic skills in forming helping
relationships ethical decision-making
working w/ diverse populations
interviewing professional use of self
reflection.
4. To be able to meet the time
management, record keeping, and report
writing expectations of the agency.
Plan and Carry out an administrative or
community assignment.
Weekly Supervision with FI
Complete a minimum of 3 process recordings
each semester.
Student:
Field Instructor Comments:
Student:
Field Instructor Comments:
5. Other objectives as determined by
student, field instructor and/or faculty
liaison.
Student:
Field Instructor Comments:
Page 1 of 1
Projected Date of
Completion
72

Advanced-Clinical Learning Contract
Student: Field Instructor: Liaison: Agency:
Objectives Learning Strategies Evidence of Accomplishments Projected Date
of Completion
1. To Demonstrate knowledge of human
behavior and development Student:
Field Instructor Comments:
2. To demonstrate evidence-based
practice intervention for individuals,
families and groups
Student:
Field Instructor Comments:
3. To assess, plan, carry out and evaluate
clinical interventions Student:
Field Instructor Comments:
4. To apply principles of multicultural
practice Student:
Field Instructor Comments:
5. To demonstrate self awareness,
development, and professional learning
within the context of the NASW Code of
Ethics
Student:
Field Instructor Comments:
6. Other objectives as determined by
student, field instructor and/or faculty
liaison
Student:
Field Instructor Comments:
Page 1 of 1
73

MACRO Learning Contract
Student: Field Instructor: Liaison: Agency:
Learning Areas Projects/Activities that
Address Learning Area
1. Policy analysis and
development in the public,
community or organizational
arena.
Student:
Field Instructor Comments:
Student:
Expected Outcomes Target
Completion Date
Field Instructor Comments:
2. Community assessment and
intervention. Student:
Student:
Field Instructor Comments:
Field Instructor Comments:
3. Organizational assessment
and intervention. Student:
Student:
Field Instructor Comments:
Field Instructor Comments:
4. Application of principles of
multicultural practice. Student:
Student:
Field Instructor Comments:
Field Instructor Comments:
5. Self-awareness, development
and professional learning
within the context of the
NASW code of ethics. **
Student:
Field Instructor Comments:
Student:
Field Instructor Comments:
6. Other learning areas as
determined by student,
instructor and/or liaison.
Student:
Field Instructor Comments:
Student:
Field Instructor Comments:
Page 1 of 1
Projected Date
of Completion
74

Semester Evaluations
THESE FORMS ARE FOR VIEWING PURPOSES ONLY.
ALL EVALUATIONS MUST BE SUBMITTED ELECTRONICALLY BY THE FIELD INSTUCTOR BEFORE THE STUDENT
CAN VIEW THEM IN THEIR EFN.
75

UNIVERSITY OF MARYLAND
FIELD EDUCATION
SCHOOL OF SOCIAL WORK SWCL 794-795
Mid-Semester Assessment
A mid-semester evaluation is required for all students during the first semester of a field placement. The Faculty
Field Liaison may also require a mid-semester evaluation for the second semester.
Fall (School Year)
Student:
Date Submitted:
Student Status:
Agency:
Field Instructor:
Faculty Liaison:
This evaluation is for:
At mid-semester this student is:
Please write a brief statement that describes
a) the student's initial adaptation to agency
b) the student's learning style
c) the student's participation in the teaching-learning process
d) the student's level of performance in relation to expectations
*If you have indicated that the student is either in need improvement or is failing, please be specific about the
discrepancy between the student's level of performance and the expectations. Please attach additional pages if
necessary. Thank you.
Notice:
This evaluation will immediately become viewable to the student and liaison if you click on 'Submit'. If you are not
ready to submit this evaluation, please click on 'Cancel' below. Warning: Clicking 'Cancel' will erase your work. If
you wish to save what you have typed, copy and paste your comments to another document such as Microsoft
Word for later use.
Cancel Submit 76

UNIVERSITY OF MARYLAND
FIELD EDUCATION
SCHOOL OF SOCIAL WORK SOWK 635-636
FOUNDATION FIELD INSTRUCTION END OF SEMESTER EVALUATION
Student:
Date:
Field Instructor:
Liaison:
Agency:
Semester:
Fall
Spring
This evaluation is an educational tool for the use of the field instructor, student, and School. It is
not a reference statement and will not be used by the school as such. As an educational tool,
the evaluation should do two things:
1. Reflect the professional judgment of the field instructor in the assessment of the degree
to which the student has demonstrated achievement of the specific learning objectives,
listed on the course syllabus; and in the overall conclusion about the student's
performance and recommendation of a grade.
2. Provide for the student a differentiated description of his or her practice in indicating
relative strengths and weaknesses. This differentiated description gives an indication to
the student and field instructor of areas of future educational need and of special
expertise.
This evaluation, which is to be discussed with and signed by the student, consists of two parts:
Part One evaluates the student's performance, at that point in the school year, in each of the
broad curriculum areas. There are three possible choices: "PASS", "NEEDS IMPROVEMENT",
AND "FAIL".
Part Two is an integrative summary section. This is an opportunity for the Field Instructor to pull
together, in an individualized way, his or her overall impressions of the student's performance to
date in foundation field instruction.
77

PART ONE
FOCAL LEARNING AREAS
I. Social Work Perspectives, theories, and knowledge
Pass
Needs
Improvement
Fail
Comments:
II.
Social work systems; (i.e. agencies, communities, groups,
families, and individuals.
Comments:
III. Generic problem solving model of practice
Comments:
IV. Intervention Strategies (generalist skills)
Comments:
V. Social work relationships
Comments:
VI. Communication
Comments:
VII. Work with diversity
Comments:
VIII. Work management
Comments:
78

PART TWO
Narrative:
RECOMMENDED GRADE:
Field Instructor’s Signature
Student’s Signature
Date
Date
79

UNIVERSITY OF MARYLAND
FIELD EDUCATION
SCHOOL OF SOCIAL WORK SWCL 794-795
ADVANCED CLINICAL FIELD INSTRUCTION EVALUATION
Student:
Date:
Field Instructor:
Date:
Agency:
Semester:
This evaluation is an education tool for the use of the field Instructor, student, and the school. As
an educational device, the evaluation and the process comprising it should:
1. Reflect the professional judgment of the field instructor in the assessment of specific
practice behaviors, and in reaching an overall conclusion about the student’s performance.
2. Provide for the student a differentiated description of his or her practice indicating relative
strengths and weaknesses. The differentiated description gives indication to the student
and field instructor of future training needs and of special expertise.
This evaluation consists of three sections:
The first should be a brief statement of the student’s field assignments, as a way of establishing a
context for the judgments.
Next, the student’s performance is evaluated in each of the curriculum areas. At the end of the
first of the two advanced practice field education semesters, the student should demonstrate
expected behaviors in all areas (where there has been opportunity to do so). If there is any area
of non-demonstration of expected behavior, the student should be considered as having failing
field.
Areas where there is a lack of consistency in engaging in expected behaviors constituting
special learning problem areas should be noted, and a teaching-learning plan and contract should
be developed by the field instructor and student. Such areas of inconsistency in expected
behaviors should be carefully assessed with regard to overall performance indicators to determine
whether there is a evidence of potential for improvement of not.
Finally, there is an integrative summary section. This is an opportunity to pull together, in an
individual way, your impressions of the student’s field work performance to date.
80

Part I: Assignments
Number of Indiduals: Number of Families: Number of Groups:
Briefly outline the student’s field work responsibilities and give an overview of the individuals,
families, and/or groups with whom the student has worked.
81

Part II: Curriculum Objectives
The categories on the following pages are objectives in the Advanced Clinical Practice Field Instruction
Guide. Please note the student’s performance by checking the appropriate column “Pass”, “Pass-(Needs
Improvement’), “Fail”, or “No Opportunity to Observe”. Please provide illustration of your concerns by
elaborating about the student’s inconsistent behavior in the space provided following this section. Refer to
the Learning Objectives for Advanced Clinical Practice Field Instruction for more detailed descriptions of
each of the following objectives.
KNOWLEDGE OBJECTIVES
A. Develop knowledge about the broad social context
within which clinical transactions take place .
B. Develop knowledge about the agency, it’s history,
services or programs, the community context, and
interorganizational relationships.
C. Gain Knowledge about human behavior (e.g. multicausal
nature, systemic Concepts, bio-psychosocial
concepts, socio-cultural determinants, oppression,
life-cycle perspective, personality development,
theories of psychopathology, trauma)
D. Develop knowledge about the structure and dynamics
of groups.
E. Develop knowledge about the structure and dynamics
of families .
F. Develop knowledge of principles governing effective
communication with and on behalf of clients,
particularly with populations at risk
G. Develop knowledge of professional role (e.g. selfawareness,
professional relationships, ethical relationships,
different roles of the social worker).
H. Elaborate the ways in which individuals diverse
characteristics (e.g. social status race, ethnicity, age,
gender, sexual orientation, spirituality, and health
status) impact their abilities to access services and
effect client transactions.
I. Develop Knowledge of evidence based interventions.
SKILL OBJECTIVES
A. Ability to implement role demand and an advanced
student.
B. Ability to engage clients in a professional relationship.
C. Ability to assess the request and need for help.
D. Ability to judge the degree of urgency in the
client’s request for service.
E. Ability to recognize the impact of diversity, social and
economic injustice, and oppress-ion on social work
practice.
Pass
Pass – Needs
Improvement Fail
No Opportunity
to Observe
82

F. Ability to act within the agency system in response to
client need and advocate for change when needed.
G. Ability to facilitate referrals to connect clients to
resources outside the agency.
H. Ability to formulate a culturally sensitive assessment
of client behavior.
I. Ability to link the assessment to the plan for
intervention.
J. Ability to establish a helping contact.
K. Ability to reaffirm or to negotiate contracts based
on on-going assessment.
L. Ability to select and use varied modalities of
intervention.
M. Ability to identify and to understand one’s own
patterns of behavior within the clinical transaction.
N. Ability to observe and to report on the clinical
process on an advanced level.
O. Ability to assess the effectiveness of one’s
intervention.
P. Ability to demonstrate progressive skills toward
assuming a leadership position in field.
Q. Ability to demonstrate engage in ethical decision
making.
ATTITUDE OBJECTIVES
A. Demonstrate a commitment to social and economic
justice and to social work values reflected in the
NASW Code of Ethics.
B. Show appreciation for the rich and positive
contributions to community life brought by people of
diverse backgrounds, socioeconomic levels and cultural
groups; and sensitivity to the systemic barriers
faced by these persons that are derived from inequitable
policies and practices.
C. Commit to clients and consumers as equal partners in
social change endeavors.
D. Recognize and adhere to professional boundaries
with clients, constituents, and co-workers.
E. Commit to ongoing professional development.
83

Comments:
Part III: Narrative
Please give your overall impression of the capabilities of this student. Focus on areas of importance to
you as a field instructor. This narrative should clearly support your recommended grade of PASS or
FAIL. Please indicate the specific learning contract involved when the grade is recommended.
RECOMMENDED GRADE:
Field Instructor’s Signature
Student’s Signature
Date
Date
84

UNIVERSITY OF MARYLAND
FIELD EDUCATION
SCHOOL OF SOCIAL WORK SWCL 794-795
MACRO Field Evaluation
Student:
Date:
Field Instructor:
Date:
Agency:
Semester:
This evaluation is an education tool for the use of the field Instructor, student, and the school. As an
educational device, the evaluation and the process comprising it should:
1. Reflect the professional judgment of the field instructor in the assessment of specific learning
areas (as delineated in the learning contract) and in reaching an overall conclusion about the
student’s performance.
2. Provide for the student a differentiated description of his or her practice (e.g. knowledge,
skills, attitudes) indicating relative strengths and weaknesses. The differentiated description
gives indication to the student and field instructor current and future training needs and of
special expertise.
This evaluation is based on fulfillment of the learning contract, which is included with this evaluation,
and on demonstrated competence of the learning objectives (as listed in the curriculum statement).
The evaluation consists of three parts:
1. A brief statement of the student’s field assignments as delineated in the learning contract to
establish a context for assessment.
2. An evaluation of the student’s performance for each Learning Objective. If there is any area
of non-demonstration of expected learning objectives, the student should be considered as
having failed field.
At the completion of the first (of two) advanced field instruction semesters, the
student should demonstrate expected behaviors in all areas. If there has not been an
opportunity to address an objective, then an indication of how that objective will be
met in the second semester should be offered. Areas where there is a lack of
consistency in engaging in expected learning (knowledge, skills, attitudes) constitute
special learning problem areas and should be so noted and a learning plan designed.
If a “needs improvement” is checked, then an indication of how the student will
85

improve (e.g. new activities) should be made. The Learning Contract should be
amended to reflect any changes or additions.
At the end of the second semester of advanced field instruction, the student should
have successfully fulfilled his/her learning contract and thus, demonstrated
competence in the MACRO learning objectives.
3. An integrative summary section, which provides an opportunity to synthesize, in an individual
way, the field supervisor’s impressions of the student’s field work performance to date.
Field Work Assignments
Provide a brief description of the student’s responsibilities as delineated in the learning contract. Note those
responsibilities that are completed, ongoing and planned for the future. Indicate if there are any gaps in the
learning contract with respect to the learning objectives.
86

Learning Objectives
The categories on the following pages are learning objectives from the statement on MACRO Field Instruction. Please
note the student's performance by checking the appropriate column. Please provide illustration of your concerns by
elaborating about the student's performance (e.g. lack of competency, inconsistency) in the space following each
section. Please refer to the Learning Objectives for MACRO Field Instruction for more detailed descriptions of each of
the following objectives.
KNOWLEDGE OBJECTIVES
1. Develop and understanding of social structure and
its implications for marginalized communities and
populations.
2. Develop an understanding of power structures and
power relationships.
Pass
Needs
Improvement Fail
No Opportunity
to Observe
Gain knowledge of the impact of public policy,
decisions and management implications in an area
of practice such as aging, child welfare, health,
mental health, and so forth.
2. Develop knowledge about the structure and dynamics
of groups.
3. Develop knowledge about the structure and dynamics
of families .
4. Develop knowledge of principles governing effective
communication with and on behalf of clients,
particularly with populations at risk
5. Develop knowledge of professional role (e.g. selfawareness,
professional relationships, ethical relationships,
different roles of the social worker).
6. Elaborate the ways in which individuals diverse
characteristics (e.g. social status race, ethnicity, age,
gender, sexual orientation, spirituality, and health
status) impact their abilities to access services and
effect client transactions.
7. Develop Knowledge of evidence based interventions.
SKILL OBJECTIVES
A. Ability to implement role demand and an advanced
student.
B. Ability to engage clients in a professional relationship.
C. Ability to assess the request and need for help.
D. Ability to judge the degree of urgency in the
client’s request for service.
E. Ability to recognize the impact of diversity, social and
economic injustice, and oppress-ion on social work
practice.
F. Ability to act within the agency system in response to
client need and advocate for change when needed.
87

G. Ability to facilitate referrals to connect clients to
resources outside the agency.
H. Ability to formulate a culturally sensitive assessment
of client behavior.
I. Ability to link the assessment to the plan for
intervention.
J. Ability to establish a helping contact.
K. Ability to reaffirm or to negotiate contracts based
on on-going assessment.
L. Ability to select and use varied modalities of
intervention.
M. Ability to identify and to understand one’s own
patterns of behavior within the clinical transaction.
N. Ability to observe and to report on the clinical
process on an advanced level.
O. Ability to assess the effectiveness of one’s
intervention.
P. Ability to demonstrate progressive skills toward
assuming a leadership position in field.
Q. Ability to demonstrate engage in ethical decision
making.
ATTITUDE OBJECTIVES
A. Demonstrate a commitment to social and economic
justice and to social work values reflected in the
NASW Code of Ethics.
B. Show appreciation for the rich and positive
contributions to community life brought by people of
diverse backgrounds, socioeconomic levels and cultural
groups; and sensitivity to the systemic barriers
faced by these persons that are derived from inequitable
policies and practices.
C. Commit to clients and consumers as equal
partners in social change endeavors.
D. Recognize and adhere to professional
boundaries with clients, constituents, and
co-workers.
E. Commit to ongoing professional development.
88

Comments:
Part III: Narrative
Please give your overall impression of the capabilities of this student. Focus on areas of importance to
you as a field instructor. This narrative should clearly support your recommended grade of PASS or
FAIL. Please indicate the specific learning contract involved when the grade is recommended.
RECOMMENDED GRADE:
Field Instructor’s Signature
Student’s Signature
Date
Date
89

University of Maryland School of Social Work
2013-2014 Field Education Calendar (Regular and Extended)
AUGUST SEPTEMBER OCTOBER NOVEMBER
July 31 New Field Instructors’ Orientation
at UMSSW, 8:30am-12:30pm
7 New Field Instructors’ Orientation at
Shady Grove, 8:30am-12:30pm
15 New Field Instructors’ Orientation at
UMSSW, 8:30am-12:30pm
26 General School Orientation for all new
students, 9:30am-2:00pm
2 LABOR DAY - NO FIELD
EDUCATION
3 Classes Begin
Foundation Practicum/First Year
(Tu/Th placements) students
report to their agencies
All Advanced students report to
their agencies
5 Monthly Report and
Process Recording due for all
students
Individual Learning Contract
due to Faculty Liaison for
Advanced Extended students
25 Mid-Semester Evaluation
due for all regular students
5 Monthly Report and Process
Recording due for all students
8 Mid-Semester Evaluation
due for Advanced Extended
students
28 – Dec 1 THANKSGIVING
RECESS - NO FIELD
EDUCATION
Advanced Standing students entering Field
at UMSSW for the first time report to
UMSSW for "Introduction to Field
Education," 1:30-5:00pm
27-28 FOUNDATION STUDENTS
ENTERING FIELD MUST REGISTER AND
ATTEND a one day FIELD EDUCATION
ORIENTATION scheduled on Tuesday,
August 28 or Wednesday, August 29th from
8:30 a.m. to 4:30 p.m. in the School of
Social Work Auditorium. Lunch provided by
the Student Government Association!
Students will be notified by email in July
and the registration form will be available
online at that time
4 Foundation Practicum/First Year
(M/W placements) students report
to their agencies
27 Individual Learning Contract
due to Faculty Liaison for all
regular students
Updated 6/25/13
90

2013-2014
DECEMBER JANUARY FEBRUARY MARCH
5 Monthly Report and Process Recording
due for all students
6 Semester Evaluation Due for Regular
Students
13 Fall Semester Field ends for regular
students
2 Field Education for Spring
Semester Begins.
Field Education resumes for
Advanced Extended students
10 Semester Evaluation Due for
Advanced Extended students
1 Deadline for submission of
2014-2015 Field Placement
applications for current
students
5 Monthly Report and
Process Recording due for all
students
5 Monthly Report and Process
Recording due for all students
17 - 23 SPRING BREAK
NO FIELD EDUCATION
Winter break for Extended Field
Students begins
20 MARTIN LUTHER KING, JR.
BIRTHDAY - NO FIELD
EDUCATION
21 Mid-Semester Evaluation
due if required by Field
Instructor or Faculty Liaison
WINTER RECESS - NO FIELD EDUCATION
27 Start of Spring Semester for
Advanced Extended Field students
Updated 6/25/13
91

2013-2014
APRIL MAY JUNE JULY
2 JOB FAIR at UMSSW - NO FIELD
FOR ADVANCED STUDENTS
ATTENDING THE JOB FAIR
5 Monthly Report and Process
Recording due for all students
11 Final Evaluation Due for Regular
Students
FIELD EDUCATION ENDS FOR
REGULAR ADVANCED STUDENTS
5 Monthly Report due for
Advanced Extended students
16 COMMENCEMENT
26 MEMORIAL DAY - NO
FIELD EDUCATION
5 Monthly Report due for
Advanced Extended students
4 INDEPENDENCE DAY - NO
FIELD EDUCATION
11 Final Evaluation Due for
Advanced Extended Field
students
18 FIELD EDUCATION ENDS
FOR ADVANCED EXTENDED
STUDENTS
Mid-Semester evaluation due for
Advanced Extended students if required
by Field Instructor or Faculty Liaison
18 FIELD EDUCATION ENDS FOR
FOUNDATION STUDENTS
Extended Field Students are Advanced Students who are in Field 2 days/week from September through July
All assignments (Monthly Reports, Process Recordings and Evaluations) must be completed in the online Electronic Field Notebook (EFN)
Updated 6/25/13
92