“A Commitment to Serve”

Department of Human Service Studies

Bachelor of Social Work Program

STUDENT

HANDBOOK

Contact Persons:

Douglas Bates, PhD, MSW, BSW Department Chair

Cleopatra Morrison, PhD, MSW, Director of Field Education

Social Work Program Office

Albert H. Anderson Jr. Conference Center, CO17

601 Martin Luther King Jr. Drive

Winston-Salem, North Carolina 27110

336-750-2694

“A Commitment to Serve”

2 
 
 
Message from the Social Work Faculty  3 
Winston-Salem State University Mission  4 
Social Work Program Mission Statement  4 
Social Work Program Goals  4 
Council on Social Work Education 2015 Competencies  4 
WSSU Student Handbook  5 
Statement of Non-Discrimination  5 
Sexual Harassment Policy  5 
Academic Integrity Policy  8 
Generalist Social Work Practice  8 
CSWE 2015 Competencies and Generalists Behaviors  9 
Bachelor of Social Work Curriculum  13 
Requirements for the BSW Degree  14 
Students With Special Needs  15 
Career Development Services  15 
RAM ASSIT  15 
Helping Hands  15 
Student Support Services  16 
The Writer’s Block  16 
Tutoring  17 
Advisement Policies and Procedures  17 
Social Work Course Credit for Life Experience or Previous Work Experience  18 
Policies and Procedures Concerning the Transfer of Credits  18 
BSW Program Admissions Policies and Procedures  18 
Field Instruction  21 
Requirements to Admission to Field Instruction  21 
Continuation in the Social Work Program  21 
Academic Performance  22 
Professional Performance  22 
Grievance Policies and Procedures  23 
Social Work Professional Organizations  25 
Professional Social Work Student Organizations  26 
NASW Code of Ethics  27 
Course Descriptions  46 

Message from the Social Work Faculty

Dear BSW Student,

Welcome to the Winston-Salem State University Social Work Program! We are excited about your

decision to become a professional social worker. Social work is a very rewarding and challenging

profession. However, it is not for everyone. It requires a set of generalist behaviors, a sincere

interest in the welfare of people, and a desire to become a competent social work professional.

This handbook has been developed to provide you with an introduction to the social work program

and profession. We trust the information provided in this handbook, designed just for you, will

answer your questions and be a useful guide as you matriculate through the program. As a newly

admitted major, reading this manual is your responsibility. As protectors of the public’s trust, the

faculty is committed to ensuring that only those students that demonstrate alignment with the

National Association of Social Workers Code of Ethics and meet the academic requirements of both

the institution and program, graduate with the Bachelors of Social work degree.

If you cannot find answers to your questions after reading this handbook, please speak with any

member of the social work faculty.

Sincerely,

The Winston-Salem State University Social Work Faculty

Winston-Salem State University’s Mission Statement:

Winston-Salem State University is a comprehensive, historically Black university offering innovative

undergraduate programs and exceptional graduate programs grounded in the tradition of liberal

education. Students engage in active and experiential learning offered through flexible delivery

modes. The university is dedicated to the holistic development of students by faculty dedicated to

excellence in teaching, research, and service. As a constituent institution of the University of North

Carolina, Winston-Salem State University contributes to the social, cultural, intellectual and

economic growth of North Carolina, the region, and beyond.

Social Work Program Mission Statement

The mission of the Bachelor of Social Work Program at Winston-Salem State University is to provide

undergraduate instruction that will equip social work graduates with the skills they need to become

beginning generalist social work practitioners. The program will provide students with the

knowledge and ethical skills needed in direct service positions in order to be able to work with

individuals, families, groups, organizations, and communities. Our graduates will be able to employ

integrated strategies in assessing human needs throughout their careers. In addition, graduates will

also be able to affirm the dynamics of different groups, taking into consideration their unique racial,

economic, ethnic, gender, physical and cognitive characteristics.

The mission of the Social Work Program is congruent with the University’s mission. The program is

designed to produce sound, beginning generalist social work practitioners at the baccalaureate

level who demonstrate the knowledge, values, and skills of the profession by working with diverse

populations in the local, national and global communities.

Social Work Program Goals

1. To address the need for competent entry-level, beginning generalist social workers who can

work on the micro, mezzo and macro levels of social work practice.

2. To address social and economic injustices within the context of the political economic

structures currently in society.

3. To address issues surrounding social work values, ethics, and skills in professional practice.

4. To address the need for students and graduates to become critical thinkers through their

professional careers.

5. To address the need for students to attend professional and continuing education seminars

through their professional careers.

6. To address the need for students and graduates to become sensitive to the diverse needs

of multi-ethnic populations and at-risk populations.

Council on Social Work Education 2015 Social Work Competences

•

Demonstrate Ethical and Professional Behavior

•

Engage Diversity and Difference in Practice

•

Advance Human Rights and Social, Economic, and Environmental Justice

•

Engage In Practice-informed Research and Research-informed Practice

•

Engage in Policy Practice

•

Engage with Individuals, Families, Groups, Organizations, and Communities

•

Assess Individuals, Families, Groups, Organizations, and Communities

•

Intervene with Individuals, Families, Groups, Organizations, and Communities

•

Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Winston-Salem State University Student Handbook

https://www.wssu.edu/student-life/student-handbook/index.html

This web-based document provides access to information about services and resources for

students as well as policies and procedures. Please be aware that all students are responsible for

reading and knowing the contents of this handbook. While you may wish to locate a specific

resource or policy, the handbook is designed to facilitate a reading from beginning to end.

The Winston-Salem State University Student Handbook includes information about campus

resources, university history, safety information, student rights and responsibilities, student

grievance procedures and more. The WSSU Student Handbook lists general and contact

information for key services including disability services, health and wellness services, student

activities, etc.

Winston-Salem State University (WSSU) publishes the student handbook for the purpose of

informing students about their rights, responsibilities and privileges on campus. WSSU does not

accept custodial responsibility for any enrolled student or campus visitor. The WSSU Student

Handbook does not constitute a contract between the university and the student. While policies and

programs are presented accurately within this handbook, the university reserves the right to revise

any section or part without notice or obligation.

Statement of Nondiscrimination

Equal Employment Opportunity and Non-Discrimination Policy

It is the policy of the State of North Carolina to provide equal opportunity in education and

employment to all qualified persons, and to prohibit discrimination based on race, color, national

origin, religion, sex, sexual orientation, gender identity, age, veteran status, disability, genetic

information1 or political affiliation, except where religion, sex or age are bona fide job-related

employment requirements. This is in keeping with Title VII of the Civil Rights Act of 1964 as

amended, Executive Order 11478 and 11246, the Rehabilitation Act of 1973, the Civil Rights

Restoration Act of 1988, the Americans with Disabilities Act of 1990, NC G.S. 126-16 and 126-17,

and other applicable Federal and State laws. Consistent with the policy of the State of North

Carolina, WSSU is an equal opportunity employer.

Winston-Salem State University prohibits sexual harassment, including sexual violence. The

Director of EEO/AA and Diversity Officer has been designated to handle inquiries regarding non-

discrimination policies and to serve as the overall campus Title X Coordinator, EEO/AA and

Diversity Officer. For further information on notice of non-discrimination, contact the campus Title

IX Coordinator, Office of Equal Employment Opportunity/Affirmative Action and Diversity, 115 Blair

Hall, Winston-Salem State University, Winston-Salem, North Carolina, 27110, 336-750-8759 or visit

https://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm, for the Office of Civil Rights, United

States Department of Education.

Sexual Harassment Policy

Winston-Salem State University Policy Statement on Sexual Harassment and Sexual Violence

In accordance with the University’s EEO and Non-Discrimination Policy, discrimination and

harassment based on an individual’s Protected Class is strictly prohibited. Sexual Harassment and

Sexual Violence are considered to be forms of sex discrimination. Sexual harassment by any

member of the university is a violation of both law and university policy. Accordingly, no academic

or personnel decisions, such as awarding of grades and jobs, shall be made on the basis of granting

or denial of sexual favors. For the purposes of this policy, sexual harassment is defined as follows:

DEFINITIONS

Sexual Harassment - Unwelcome sexual advances, requests for sexual favors, and other verbal or

physical conduct when:

1) submission to such conduct is made either explicitly or implicitly as a term or condition of

an individual’s employment or academic advisement;

2) submission to or rejection of such conduct by an individual is used as the basis for

employment or academic decisions affecting such individual; or

3) such conduct has the purpose or effect of unreasonably interfering with an individual’s

work or academic performance or creating an intimidating, hostile, or offensive working or

academic environment.

Sexual Violence - Sexual harassment includes sexual violence, defined as “physical acts

perpetrated against a person’s will or where a person is incapable of giving consent due to the

victim’s use of drugs or alcohol. An individual may also be unable to give consent due to an

intellectual or other disability. A number of acts fall into the category of sexual violence including

rape, sexual assault, sexual battery, and sexual coercion.

All such acts of sexual violence are forms of sexual harassment covered under Title IX of

the Education Amendments of 1972”, (20 U.S.C §§ 1681 et seq., 34 CFR Part 106.)

Consent – for the purposes of this Policy, consent means words or actions demonstrating a knowing

and voluntary agreement to engage in mutually agreed upon sexual activity. Consent cannot be

obtained by force, by ignoring or acting in spite of the objections, or by taking advantage of the

incapacitation of an individual. Silence or a lack of resistance is not consent. Consent to one sexual

act does not constitute consent to any other sexual act.

Employees are cautioned that where a power differential exists, i.e., faculty-student, supervisor-

employee—if a charge of sexual harassment is brought, the defense of mutual consent may be

difficult to prove. The University reserves the right to determine whether to pursue violations of

policy by students or employees, including a complainant or witness, which come to light during an

investigation of an incident of sexual harassment.

REPORTING OPTIONS

Employees

Any applicant, current or former employee wishing to report an incident that violates this Policy

should refer to the Resolution Procedures for Sexual Harassment and Sexual Violence, or contact

the EEO/AA & Diversity Officer and Title IX Coordinator, 115 Blair Hall. Any employee that is made

aware of an allegation of sexual harassment or sexual violence is required to report it to the Title IX

Coordinator, with the exception of licensed counselors and psychologists at the University

Counseling Center. Failure to report an allegation of sexual harassment or sexual violence may

result in disciplinary action, up to, and including dismissal.

Students

Any student wishing to report an incident that violates this Policy, should refer to the Resolution

Procedures for Student Complaints of Sexual Harassment Sexual Violence, or contact the Deputy

title IX Coordinator for Student Affairs, Ms. Natasha Jeter at 336-750-8663, jeffreysnh@wssu.edu

, 307 Thompson Student Center.

Private vs. Confidential Reporting Resources

Under this Policy, privacy generally means that information related to a report under this Policy will

only be shared with those University employees who “need to know” in order to assist in the active

review, investigation, or resolution of the report. While not bound by confidentiality, these individuals

will be discreet and respect the privacy of all individuals involved in the process. By contrast,

confidential reporting resources will NOT disclose individually identifiable information related to a

report without the individual’s express written permission, unless there is a continuing threat of

serious harm to the patient/client or to others or there is a legal obligation to reveal such information

(e.g., where there is suspected abuse or neglect of a minor). University reporting resources include:

1) Licensed University Counselors (Confidential)

The Counseling Center

A.H. Ray Student Health Services

Winston Salem State University

601 Martin Luther King Jr. Dr.

Suite 244, Winston-Salem, NC 27110

(336) 750-3270

counselingcenter@wssu.edu

Web addres: https://www.wssu.edu/student-life/university-wellness-

center/index.html

2) Office of Interpersonal Violence Prevention

Ms. Patricia Eaddy, Director

301- H Thompson Student Center

601 Martin Luther King Jr. Dr.

Suite 244, Winston-Salem, NC 27110

(336) 750-3313

eaddypa@wssu.edu

Web address: https://www.wssu.edu/academics/student-programs/interpersonal-violence-

prevention.html

3) Office of EEO/AA & Diversity, Title IX

EEO/AA & Diversity Officer & University Title IX Coordinator

115 Blair Hall

601 Martin Luther King Jr. Dr

Winston-Salem, NC 27110

(336) 750-2041

https://www.wssu.edu/administration/human-resources/eeo-aa/index.html

4) Winston-Salem State University Campus Police

Old Maintenance Public Safety Building

601 Martin Luther King Jr. Drive

Winston-Salem, NC 27110

(336) 750-2902

https://www.wssu.edu/about/chancellors-office/chief-of-staff/police-public-safety/index.html

FALSE REPORTING STATEMENT

The sexual harassment policy is designed to encourage students, faculty, and staff to express

freely, responsibly, and in an orderly way their opinions and feelings about any problem or complaint

of sexual harassment. The university takes allegations of sexual harassment and sexual violence

very seriously and recognizes the consequences such allegations may have on a respondent as

well as the complainant. Any individual who knowingly provides false information regarding the filing

of a complaint or report of sexual harassment/violence during an investigation of such a complaint

or report may be subject to discipline or under certain circumstances, legal action. Complaints of

conduct that are found not to violate policy are not assumed to be false. Any act by a university

employee or agent of retaliation, reprisal, interference, restraint, penalty, discrimination, coercion

or harassment-overtly or covertly-against a student or an employee for using the policy, will

necessitate appropriate and prompt disciplinary action.

Academic Integrity Policy

Winston-Salem State University puts forth every reasonable effort to maintain academic integrity in

the instructional program. To compromise integrity through acts of academic dishonesty seriously

jeopardizes the quality of instruction and the caliber of education we purport to provide our students.

Such dishonesty includes:

1. Cheating—intentionally and knowingly using unauthorized materials, information, or study

aids in any academic exercise or matter.

2. Plagiarism—Intentionally and knowingly representing in any academic exercise or matter

the words or ideas of another as one’s own.

3. Fabrication—Intentionally and knowingly falsifying or inventing information or citations in an

academic exercise.

4. Facilitating Academic Dishonesty—Intentionally and knowingly helping or attempting to help

another to commit an act of cheating, plagiarism, or fabrication.

https://catalog.wssu.edu/content.php?catoid=4&navoid=114&Winston-

Salem_State_University_Policy_on_Academic_Integrity#Winston-

Salem_State_University_Policy_on_Academic_Integrity

Generalist Social Work Practice

Generalist practice is grounded in the liberal arts and the person-in-environment framework. To

promote human and social well-being, generalist practitioners use a range of prevention and

intervention methods in their practice with diverse individuals, families, groups, organizations, and

communities based on scientific inquiry and best practices. The generalist practitioner identifies

with the social work profession and applies ethical principles and critical thinking in practice at the

micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and

advocate for human rights and social and economic justice. They recognize, support, and build on

the strengths and resiliency of all human beings. They engage in research-informed practice and

are proactive in responding to the impact of context on professional practice.

The baccalaureate program in social work prepares students for generalist practice. The

descriptions of the nine Social Work Competencies presented in the EPAS identify the knowledge,

values, skills, cognitive and affective processes, and behaviors associated with competence at the

generalist level of practice.

The nine Social Work Competencies are listed below. Programs may add competencies that are

consistent with their mission and goals and respond to their context. Each competency describes

the knowledge, values, skills, and cognitive and affective processes that comprise the competency

at the generalist level of practice, followed by a set of behaviors that integrate these components.

These behaviors represent observable components of the competencies, while the preceding

statements represent the underlying content and processes that inform the behaviors.

Council on Social Work Education 2015 Competencies and Generalist Behaviors

Competency 1: Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as

relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels.

Social workers understand frameworks of ethical decision-making and how to apply principles of

critical thinking to those frameworks in practice, research, and policy arenas. Social workers

recognize personal values and the distinction between personal and professional values. They also

understand how their personal experiences and affective reactions influence their professional

judgment and behavior. Social workers understand the profession’s history, its mission, and the

roles and responsibilities of the profession. Social Workers also understand the role of other

professions when engaged in inter-professional teams. Social workers recognize the importance of

life-long learning and are committed to continually updating their skills to ensure they are relevant

and effective. Social workers also understand emerging forms of technology and the ethical use of

technology in social work practice. Social workers:

• make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws

and regulations, models for ethical decision-making, ethical conduct of research, and additional

codes of ethics as appropriate to context;

• use reflection and self-regulation to manage personal values and maintain professionalism in

practice situations;

• demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic

communication;

• use technology ethically and appropriately to facilitate practice outcomes; and

• use supervision and consultation to guide professional judgment and behavior.

Competency 2: Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the human

experience and are critical to the formation of identity. The dimensions of diversity are understood

as the intersectionality of multiple factors including but not limited to age, class, color, culture,

disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital

status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign

status. Social workers understand that, as a consequence of difference, a person’s life experiences

may include oppression, poverty, marginalization, and alienation as well as privilege, power, and

acclaim. Social workers also understand the forms and mechanisms of oppression and

discrimination and recognize the extent to which a culture’s structures and values, including social,

economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege

and power. Social workers:

• apply and communicate understanding of the importance of diversity and difference in

shaping life experiences in practice at the micro, mezzo, and macro levels;

• present themselves as learners and engage clients and constituencies as experts of their

own experiences; and

• apply self-awareness and self-regulation to manage the influence of personal biases and

values in working with diverse clients and constituencies.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice

Social workers understand that every person regardless of position in society has fundamental

human rights such as freedom, safety, privacy, an adequate standard of living, health care, and

education. Social workers understand the global interconnections of oppression and human rights

violations, and are knowledgeable about theories of human need and social justice and strategies

to promote social and economic justice and human rights. Social workers understand strategies

designed to eliminate oppressive structural barriers to ensure that social goods, rights, and

responsibilities are distributed equitably and that civil, political, environmental, economic, social,

and cultural human rights are protected. Social workers:

• apply their understanding of social, economic, and environmental justice to advocate for

human rights at the individual and system levels; and

• engage in practices that advance social, economic, and environmental justice.

Competency 4: Engage In Practice-informed Research and Research-informed Practice

Social workers understand quantitative and qualitative research methods and their respective roles

in advancing a science of social work and in evaluating their practice. Social workers know the

principles of logic, scientific inquiry, and culturally informed and ethical approaches to building

knowledge. Social workers understand that evidence that informs practice derives from multi-

disciplinary sources and multiple ways of knowing. They also understand the processes for

translating research findings into effective practice. Social workers:

• use practice experience and theory to inform scientific inquiry and research;

• apply critical thinking to engage in analysis of quantitative and qualitative research methods

and research findings;

• and use and translate research evidence to inform and improve practice, policy, and service

delivery.

Competency 5: Engage in Policy Practice

Social workers understand that human rights and social justice, as well as social welfare and

services, are mediated by policy and its implementation at the federal, state, and local levels. Social

workers understand the history and current structures of social policies and services, the role of

policy in service delivery, and the role of practice in policy development. Social workers understand

their role in policy development and implementation within their practice settings at the micro,

mezzo, and macro levels and they actively engage in policy practice to effect change within those

settings. Social workers recognize and understand the historical, social, cultural, economic,

organizational, environmental, and global influences that affect social policy. They are also

knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:

• Identify social policy at the local, state, and federal level that impacts well-being, service

delivery, and access to social services;

• assess how social welfare and economic policies impact the delivery of and access to social

services;

• apply critical thinking to analyze, formulate, and advocate for policies that advance human

rights and social, economic, and environmental justice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that engagement is an ongoing component of the dynamic and

interactive process of social work practice with, and on behalf of, diverse individuals, families,

groups, organizations, and communities. Social workers value the importance of human

relationships. Social workers understand theories of human behavior and the social environment,

and critically evaluate and apply this knowledge to facilitate engagement with clients and

constituencies, including individuals, families, groups, organizations, and communities. Social

workers understand strategies to engage diverse clients and constituencies to advance practice

effectiveness.

Social workers understand how their personal experiences and affective reactions may impact their

ability to effectively engage with diverse clients and constituencies. Social workers value principles

of relationship-building and inter-professional collaboration to facilitate engagement with clients,

constituencies, and other professionals as appropriate. Social workers:

• apply knowledge of human behavior and the social environment, person-in-environment,

and other multidisciplinary theoretical frameworks to engage with clients and constituencies;

and

• use empathy, reflection, and interpersonal skills to effectively engage diverse clients and

constituencies.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

Social workers understand that assessment is an ongoing component of the dynamic and

interactive process of social work practice with, and on behalf of, diverse individuals, families,

groups, organizations, and communities. Social workers understand theories of human behavior

and the social environment, and critically evaluate and apply this knowledge in the assessment of

diverse clients and constituencies, including individuals, families, groups, organizations, and

communities. Social workers understand methods of assessment with diverse clients and

constituencies to advance practice effectiveness. Social workers recognize the implications of the

larger practice context in the assessment process and value the importance of inter-professional

collaboration in this process. Social workers understand how their personal experiences and

affective reactions may affect their assessment and decision-making. Social workers:

• collect and organize data, and apply critical thinking to interpret information from clients and

constituencies;

• apply knowledge of human behavior and the social environment, person-in-environment,

and other multidisciplinary theoretical frameworks in the analysis of assessment data from

clients and constituencies;

• develop mutually agreed-on intervention goals and objectives based on the critical

assessment of strengths, needs, and challenges within clients and constituencies; and

• select appropriate intervention strategies based on the assessment, research knowledge,

and values and preferences of clients and constituencies.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and

Communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive

process of social work practice with, and on behalf of, diverse individuals, families, groups,

organizations, and communities. Social workers are knowledgeable about evidence-informed

interventions to achieve the goals of clients and constituencies, including individuals, families,

groups, organizations, and communities. Social workers understand theories of human behavior

and the social environment, and critically evaluate and apply this knowledge to effectively intervene

with clients and constituencies. Social workers understand methods of identifying, analyzing and

implementing evidence-informed interventions to achieve client and constituency goals. Social

workers value the importance of inter-professional teamwork and communication in interventions,

recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-

organizational collaboration. Social workers:

• critically choose and implement interventions to achieve practice goals and enhance

capacities of clients and constituencies;

• apply knowledge of human behavior and the social environment, person-in-environment, and

other multidisciplinary theoretical frameworks in interventions with clients and constituencies;

• use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;

• negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and

• facilitate effective transitions and endings that advance mutually agreed-on goals.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and

Communities

Social workers understand that evaluation is an ongoing component of the dynamic and interactive

process of social work practice with, and on behalf of, diverse individuals, families, groups,

organizations and communities. Social workers recognize the importance of evaluating processes

and outcomes to advance practice, policy, and service delivery effectiveness. Social workers

understand theories of human behavior and the social environment, and critically evaluate and

apply this knowledge in evaluating outcomes. Social workers understand qualitative and

quantitative methods for evaluating outcomes and practice effectiveness. Social workers:

• select and use appropriate methods for evaluation of outcomes;

• apply knowledge of human behavior and the social environment, person-in-environment, and

other multidisciplinary theoretical frameworks in the evaluation of outcomes;

• critically analyze, monitor, and evaluate intervention and program processes and outcomes;

and

• apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro

levels.

The generalist model focuses on the knowledge and skills development of social work majors. It is

expected that upon completion of the program that students will have sufficient training to become

entry-level social workers in social services agencies, hospitals, nursing homes, school settings,

and mental health settings. It is only after a student receives more training and education beyond

the generalist level that he/she will be able to be a specialist in a particular area; lead clinical groups;

engage in clinical social work or diagnose clients using the DSM V. However, social work majors

must be committed to the basic values and ethics as specified by the NASW code of ethics.

Students that complete the 121 semester hour, Bachelor of Social Work curriculum, will have

adequately prepared themselves for entry level employment in social work agencies, social work

licensing at the basic level, and preparation for graduate education in social work and/or other areas

of advanced education.

Bachelor of Social Work Curriculum

Consistent with the Educational Policy and Standards of the Council on Social Work Education, the

Bachelor of Social Work generalist curriculum at Winston-Salem State University is designed and

organized as a coherent and integrated whole. The primary mission of the Bachelor of Social Work

program at Winston-Salem State University is to provide undergraduate instruction that will equip

social work graduates with the skills they need to become beginning generalist social work

practitioners. The program will provide students with the knowledge and skills needed in direct

service positions in order to be able to work with individuals, families, groups, organizations, and

communities. Our graduates will be able to employ integrated strategies in assessing human needs.

In addition, graduates will also be able to affirm the dynamics of different groups, taking into

consideration their unique racial, ethnic, gender, physical and cognitive characteristics.

The Bachelor of Social Work curriculum is divided into four distinct parts: the general

education/liberal arts sequence, curriculum support courses, social work foundation courses, which

include courses related to social work practice and electives. Social work students must complete

121 semester hours of courses within this four-part curriculum.

The general education courses in the liberal arts sequence provide students with general

knowledge and development of intellectual capacities, which prepares students for generalist social

work foundation courses. General education courses in philosophy, history, government,

economics, the humanities, and social sciences assists students in understanding the historical

significance of social problems, it demonstrates how solutions to problems impact the masses, and

it enables students to understand how these solutions are communicated to the masses. In addition,

general education science courses such as Biology and Chemistry prepares the student to

recognize biological and chemical impacts on human development. Hence, this knowledge is

important to the assessment skills of social workers who practice in settings with various types

populations (i.e., children, recovering addicts, and women) who may have health issues that

connect with their psychosocial wellbeing.

Curriculum support courses and special interest electives are built into the social work paradigm.

These courses closely relate and reinforce the objectives of the social work foundation courses.

The social work faculty felt that students needed autonomy within the social work curriculum.

Therefore, since students must complete 60 hours of general education courses, 43 hours of social

work foundation courses, and there is no minor in social work, the faculty thought it best that

students have the autonomy to create special areas of interest within the curriculum with 18

semester hours of required support and elective courses.

The generalist social work foundation courses such as the Methods sequence, Human Behavior

and the Social Environment sequence, Social Welfare policy sequence, and the Field Instruction

experiences are designed to instruct students to integrate and apply generic problem solving skills,

apply critical thinking skills, apply theoretical frameworks to social work practice, be fully aware and

ready to address issues of social [in] justice on various levels, apply evaluative criteria when

examining one’s own practice skills, possess the ability to discern how social welfare policy impact

the clients that they work for/with, develop the use of self in social work practice, interact with diverse

populations/groups on micro, mezzo, and macro levels, and possess the knowledge to apply social

work values and ethics to practice.

REQUIREMENTS FOR A BACHELOR OF SOCIAL WORK DEGREE

Although the student is chiefly responsible for completing the 121 semester hours, Bachelor of

Social Work curriculum, students must be accurately advised by the social work program faculty to

ensure that each student matriculates through the curriculum within the university-targeted four to

five year time period. Each student will be assigned a faculty advisor by students’ last name. The

student and advisor must meet a minimum of twice during the academic year to ensure sequential

selection of courses and to avoid delays in the student completing the Bachelor of Social Work

degree program.

MAJOR REQUIREMENTS

Students majoring in social work must take a minimum of 40 semester hours of required social work

(SOW) courses and 6 semester hours of required related course work. SOC 2301, PSY 2301 and

an introductory statistics class (GER/SOC/MAT 2326) must be completed as part of general

education (9 semester hours). Students must obtain a grade of “C” or better in all required

SOW courses.

The student and advisor must meet a minimum of twice during the academic year to ensure

sequential selection of courses and to avoid delays in the student completing the Social Work

program. Any deviation from this curriculum should be done in consultation with the Social Work

Program Coordinator.

Academic credit for life experience and previous work experience is not given, in whole or in

part, in lieu of the field practicum or for courses in the professional foundation areas specified in the

Educational Policy and Accreditation Standards (EPAS). Social Work credit earned at a school

accredited by the Council on Social Work Education (CSWE) is reviewed and evaluated by the

BSW Program Coordinator for transferability.

Prerequisite General Education Courses for Major (9 semester hours)

• SOC 2301 General Sociology (General Education)

• PSY 2301 General Psychology (General Education)

• SOC/GER/MAT 2326 Introductory Statistics Course (General Education)

Required Major Courses (40 semester hours)

The BSW curriculum prepares its graduates for generalist practice through mastery of the core

competencies (as noted above) based on a professional curriculum. Students will take the

following courses:

• SOW 3363 Introduction to Social Work

• SOW 3368 Social Welfare Policy I

• SOW 3369 Social Welfare Policy II

• SOW 3375 Social Work Methods I

• SOW 3376 Social Work Methods II

• SOW 3370 Human Behavior and the Social Environment I

• SOW 4340 Human Behavior and the Social Environment II

• SOW 3101 BSW Professional Seminar

• SOW 3302 Social Work Research (cross-listed course)

• SOW 4302 Applied SW Research (may ONLY be taken during Field II or

Block)

• SOW 3641 Field Instruction I

• SOW 4641 Field Instruction II

• SOW 4120 Field Instruction Block

Required Related (6 semester hours)

• SOC 3356 Sociology of the Family

• SOC 4364 Race and Culture or SOC 3343 Cultural Diversity

Students with Special Needs

Students with ADA-documented physical, sensory, psychological, emotional or medical

impairments may be eligible for reasonable accommodations. Veterans may also be

eligible for services. All accommodations are coordinated through the WSSU Department

of Disability Services. You may contact the Department of Disability Services by email at

[email protected]. If you have registered in previous semester, continuation is not automatic.

Action is required on your part. Please contact d[email protected] to continue your

accommodations. Accommodations are not retroactive.

Career Development Services

Career Development Services (CDS) works with students during all phases of the career

development process. Career Development Services offers a full range of resources and services

to assist you in developing the necessary strategies and skills which will distinguish you as a

professional. CDS staff members want to help you learn about your skills and interests, and

articulate them confidently in resumes, cover letters, interviews, and personal statements; identify

and explore career options that you might pursue; and implement an effective strategy to attain

your desired career outcomes.

The Office of Career Development Services utilizes RAMTRAK for all career related activities. This

includes scheduling a mock interview, internship postings, on-campus recruiting, volunteer

opportunities, part-time jobs, work study positions, and workshops and events. You can read more

about RAMTRAK in the Student Guide.

RamAssist

We are here to assist and support. Often times faculty and staff are the first to notice when a

student is struggling emotionally, or is demonstrating behaviors that seem troubling, disruptive, or

threatening. We know that students can be successful if connected to the appropriate resources on

campus. Reaching out to students will help them personally and enhance their academic success.

If you see a student exhibiting a behavior that is of concern and you are not sure what to do, please

call the Office of the Dean of Students at 336-750-3356, the University Counseling Center at 336-

750-3270 where a member of the RAM ASSIST team can provide assistance. Information will be

treated confidentially. You can also use the online behavior referral form.

Helping Hands

WSSU Rams Helping Hands Food Pantry exists to combat food insecurity and ensure the human

dignity of all and well-being on campus by providing in-need WSSU students with healthy, culturally

appropriate emergency foods. Food insecurity, as defined by the United States Department of

Agriculture (USDA) is having “limited or uncertain access to nutritious, safe foods necessary to lead

a healthy lifestyle." Based on a poll that was conducted under the Office of Dean of Students in

September 2015, 57% of WSSU students, who were polled, claimed to have gone without food

because of a lack of funds.

WSSU Rams Helping Hands Food Pantry desires to do its part in assuring that no students in the

WSSU campus community goes hungry and that every student has access to nutritious food. In

addition, the Rams Helping Hands Food Pantry will promote community engagement and education

about food insecurity, community health and foster university-community partnership,

WSSU Rams Helping Hands Food Pantry is staffed exclusively by student volunteers and leaders

who are trained to provide excellent customer service, to be respectful and kind to all, and to keep

food pantry users' information confidential. The program is a collaboration between students,

departments under the Office of the Dean of Students, and regional/national corporate sponsors.

100% of the original products gifted to the WSSU Rams Helping Hands Food Pantry were donated

by Food Lion, Incorporated. Other resources to ensure sustainability of the WSSU Rams Helping

Hands Food Pantry are the WSSU Simon G. Atkins Community Garden, the Winston-Salem Food

Bank, and other corporate entities.

Student Support Services

As a Team B.O.S.S. (Student Support Services, also known as the TRiO program) member you

will receive individualized attention throughout your years here at WSSU. Our program has a

Director, Counselor, and a Program Assistant, all willing to assist you. You will reap such benefits

as having staff available to speak about academic and personal issues, tutors who work solely with

our SSS students, and your very own computer lab. In addition, we offer several workshops each

week on varying topics related to your academic and personal development. Such topics include

study skills, test taking strategies, career choices, graduate school searches, time management,

stress relief, money management, adjusting to college life, and campus safety. Our B.O.S.S.

members are an elite group that can take advantage of all of these services free of charge year

round.

Student Support Services is open from 8:00 a.m. to 5:00 p.m. Monday - Friday. We are located in

the Student Success Center at Hill Hall on the 1st floor. Give us a call at (336) 750-2365.

The Writer's Block

The Writer’s Block (also known as the University Writing Center) offers free writing assistance to

writers in all disciplines and at all levels across the WSSU campus. “The Block”, as it’s affectionately

called, is staffed by professional writing faculty and trained peer consultants and provides face-to-

face and online consultations for all writers. Our staff helps writers understand the writing process

and a variety of rhetorical devices such as purpose, audience, organization, language, and

conventions.

The Writer’s Block houses a library of writing references - dictionaries, style manuals, and

handbooks - that can be used onsite or borrowed for up to two weeks at a time.

Located on the 3rd floor of the Student Success Center at Hill Hall, the Writer’s Block is a

comfortable place to write, to receive feedback on writing projects, and to use tools and resources

in a community environment. If you have any questions please contact us

at wssuwritingcente[email protected].

Tutoring

Tutoring services in UCaLL are available free-of-charge to all WSSU students in a variety of delivery

methods. From one-on-one or group tutoring sessions with professional and peer tutors, to in-class

and post-class study sessions with course-specific supplemental instructors, to connections with

online academic coaches provided through Upswing, our services empower students to become

independent learners and academic self-advocates. Tutoring is available on the 1st floor of the

Success Center at Hill Hall. To request tutoring please complete the Tutoring Request Form.

Required Academic Advisement:

All students must meet with their academic advisor before registering for classes. You will need an

Alternate PIN to register and you can only get this Alternate PIN from your academic advisor. If

you have questions regarding your academic advisor you should contact your academic

department.

The Director of Social Work assigns a social work faculty advisor to each student at the time the

student is admitted to the social work program. The advisor is available for both academic and

career (professional) counseling throughout the student’s process of obtaining a BSW degree.

During the pre-social work advisement process, the University College and Lifelong Learning

(UCaLL) academic advisor works with the student on selecting general education courses (during

the first two years of matriculation). Upon being accepted to the social work program, the faculty

social work advisor discusses with the students their professional goals and a discussion of the

students understanding of their suitability for the social work profession.

The student’s degree plan

and college transcripts provide consistent academic information to assist accurate planning of their

progression through the program.

ADVISEMENT POLICES AND PROCEDURES

1. Students admitted to the major must meet with the academic and professional advisor in

the social work program to assess their aptitude and motivation for careers in social work.

The student’s earned credits are reviewed and the student is advised of coursework that

must be successfully completed to earn the BSW degree.

2. During the advising process (mid-fall and mid-spring), the student and advisor meet to

review the student’s course credits and prepare semester schedules prior to registration.

3. Whenever a student formally applies for a withdrawal from a class, or the BSW program, or

request a course overload he/she will need to acquire the signature of the advisor/chair

recommending such action.

4. During the advising period (late spring) of the student’s junior year the student and his her

advisor must review student’s coursework to ascertain that all graduation requirements will

have been meet by the expected date of graduation;

5. The student and advisor engage in academic and professional counseling throughout the

duration of the student’s enrollment;

6. The advisor will maintain a current file on the student to include the degree plan and

advisement notes;

7. The advisor will work with students concerning any academic problems that may arise such

as grievance procedures, circumstances in students’ life that affect their academic proclivity,

recommendations for student awards and scholarships, and when students are placed on

academic probation.

8. The advisor assists the student with job placement and the graduate school application

process.

9. The advisor assist with pre-determining if student is ready to apply to the field education

program.

The advisor is the student’s connection with the University and the medium for communication

with the administration. Students are expected to meet with their assigned faculty advisor

each semester to discuss their academic and professional goas as well as plan their semester

schedules.

Social Work Course Credit for Life Experience or Previous Work Experience

Academic credit for life experience and previous work previous is not given, in whole or in part, in

lieu of the field practicum or for courses in the professional foundation areas specified in the EPAS

as specified by the Council on Social Work Education (CSWE). Social Work credit earned at a

school accredited by the Council on Social Work Education is reviewed and evaluated by the

BSW Program Director for transferability. No social work credit is given for credits earned at

a non- accredited school.

Policies and Procedures Concerning the Transfer of Credits

All general education transfer credits are evaluated by the University Registrar and the academic

advisors in University College and Lifelong Learning. Students transferring social work courses

are evaluated by the program coordinator of the BSW Program. The program coordinator reviews

the student’s transcript and identifies the courses that can potentially transfer to the BSW

curriculum at Winston-Salem State University. The chair makes a list of those courses and

evaluates if those courses were earned in a CSWE accredited program. If the courses were not

earned in the CSWE accredited program, the courses cannot be accepted. If the courses

were earned in a CSWE accredited program, the chair then contacts the student to provide

course descriptions and/or course syllabi. Upon receipt, the program coordinator reviews the

course descriptions and course syllabi and compares them to the course descriptions and

course syllabi in the BSW Program. If the courses are found to align, the program coordinator will

send documentation over the office of the University Registrar stating the course name and

credits to be accepted toward the BSW Program curriculum at Winston-Salem State University.

The student is also notified of the courses accepted toward the BSW paradigm. If the courses do

not align, the Program coordinator may call the director of the program to discuss the course

content and/or the student will be notified that they can possibly challenge the course by exam;

however, they would need to take an addition course to make up the credit.

Students transferring professional social work courses from a CSWE accredited BSW programs

will meet with faculty to evaluate the courses for acceptance. We are unable to accept

professional social work courses form unaccredited BSW programs. This policy appears in the

student handbook and in the university catalog. In addition, we have no limit on the number of

transfer credits that can be brought into the upper division; however, the University states that a

30 credits must be earned at WSSU.

e Social Work Department reviews applications on a rolling basis throughout the academic year. Students can

ONLY apply for admission while enrolled in the SOW 3363 (Introduction to Social Work) course which is offered

during the summer (Summer Session I), fall, and spring. Prior to applying to the Social Work Program, students

are expected to have read the NASW Code of Ethics. A copy of the NASW Code of Ethics is available in the NASW

website (https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English).

While in this course, the instructor takes students through the step-by-step process for submitting their application

and additional required documents. Upon receipt and completion of the application, a minimum of two faculty

members reviews and discuss the application.

To apply for admission to the Social Work Program, students must meet the following conditions:

• Successfully complete a minimum of 36 credit hours in general education requirements

• Successfully complete SOW 3363 – Introduction to Social Work, with a grade of “C” or higher (by the end

of the semester)

• Submitted the designated application for admissions (embedded in Canvas in the SOW 3363 course)

• Submit a letter of reference

• Official or unofficial transcripts from all prior institutions (if a transfer student)

• _“Letter of Good Standing” from prior social work faculty (if transferring as a major from another

accredited BSW program).

• Overall GPA of 2.) or higher from WSSU and/or from all institutions attended.

• A quality personal statement (details of personal statement provided while enrolled in course)

• Up-to-date resume

• Professional disposition checklist provided by Introduction to Social Work Instructor;

Upon completion of the application reviews, a minimum of two social work faculty review the application and a

decision is rendered regarding students application. The decisions are stated as followed:

• Granted full acceptance, no provisions

• Conditional acceptance based on admissions criteria

• Delay a decision pending additional information (i.e., transcripts, essay, resume, letters of

recommendation) at the request of the Admissions Committee

• Defer a decision until certain admissions criteria have been met (e.g., 2.0 GPA)

• Denied acceptance

Students may be granted conditional admission due to the following:

• Additional information/documentation is required

• Incomplete Application

• Concerns on Disposition Checklist

Students are notified via email of the decision of their acceptance. If students are accepted into the program, they

are informed via email and receive a copy of the BSW Student Handbook which details requirements and details of

the program. If they receive a conditional, delay or defer decision, further instructions are provided in the email.

*Academic credit for life experience and previous work experience is not given, in whole or in part, in lieu of the

field practicum or for courses in the professional foundation areas specified in the EPAS. Social Work credit earned

at a school accredited by the Council on Social Work Education is reviewed and evaluated by the BSW Program

Coordinator for transferability. No social work credit is given for credits earned at a non-accredited school.

Field Instruction

Social Work Field Instruction/Field Education (SOW 3641, SOW 4641 and SOW 4120) is a vital

part of the BSW Program at Winston-Salem State University. It provides students with supervised

social work practice opportunities. Students learn to apply social work knowledge, values,

and skills gained from classroom experiences to practice assignments in an agency setting. Field

Instruction is designed to develop the competencies necessary for entry-level social work

practice. These competencies can be accomplished by affording the students opportunities to

engage in a variety of practice activities in field agencies and seminar sessions.

The Director of Field Education works to ensure that the field experience meets the

student’s educational needs as well as the of the social work program. Each student is

scheduled to be in field placement (a minimum of 16 hours per week) for two consecutive

semesters and required to complete a minimum of 200 clock hours each semester (400 total). Or

400 hours in one semester if enrolled in SOW 4120 which equates to 30-32 hours per week.

Each student is

responsible for maintaining a monthly time sheet that is submitted (monthly) to

their respective Field Instructor. Before the student submits the time sheet, he or she must

sign the timesheet and the Field

Instructor must sign the timesheet to verify the students field/agency hours for that month. The

timesheet becomes part of the student Field Instruction record/file and is maintained for several

years (electronically or hard copy). Students are encouraged to establish an agency work schedule

of approximately 16-18 hours per week. Students are expected to spend additional time completing

field instruction activities whenever it is necessary.

Requirements for Admission to the Field Instruction Program:

Field Instruction I and II (SOW 3641, SOW 4641 and SOW 4120) is the capstone experience for

social work majors seeking the Bachelor of Social Work degree at Winston-Salem State University.

Students must meet the following requirements before they are admitted into the Field Instruction

Program.

1. Be accepted for full admission (into the social work major) by the faculty of the Social Work

program.

2. Before the student applies for Field Instruction, the student must successfully complete SOW

3363 (Introduction to Social Work), SOW 3368 (Social Welfare Policy I), SOW 3369, (Social

Welfare Policy II), SOW 3374 (Social Work Methods I), SOW3376 (Social Work Methods II),

SOW 3370 (Human Behavior in the Social Environment I), SOW 4340 (Human Behavior in

the Social Environment II) and SOW 3103 (BSW Professional Seminar) with a grade of “C”

or better.

3. Students must have an overall GPA of 2.0 and a major GPA of 2.5 to be admitted into the

field program. All “SOW” courses required for field are calculated in major GPA (see #2).

4. Students are required to submit an application for admission to the Field Instruction program.

5. After submission of the field application, each student will interview with program faculty.

6. Upon admission to the Field Program, student must enroll in SOW 3541 (Field Instruction I).

The Director of Field Education ensures that each student has met all eligibility requirements before

being fully admitted into the field education program at Winston-Salem State University.

Only those students who have met the program’s specified criteria are admitted into the field

education program.

Continuation in the Social Work Program

Students can be placed on academic probation, suspension or dismissal from the social work

program for the following:

• GPA below 2.0

• Violation of the WSSU policy on academic integrity

• Violation of the National Association of Social Workers' Code of Ethics

• Disorderly/ Unethical Conduct as defined by WSSU and/or Social Work Program Student

Handbooks

• Earning a grade less than 2.0 in the following classes: SOW 3368, 3375, 3363, 3369,

3376, 3302, 4340, 3101, 3641, 4343, 4302, and 4641. As of fall 2007, a “C” or better is

required in all social work classes.

It is the desire of the Social Work faculty that a student admitted to the program will continue in the

program and graduate. However, there are rare circumstances which may occur that may not be

in the student’s or professions best interest to continue in the Social Work Program. As a state-

regulated profession, the faculty have to ensure the public’s trust and continue gatekeeping

activities until the students has met all requirements and graduates from the social work program.

Some examples of behaviors that could negatively impact the public’s trust include cheating,

substance abuse, theft, physical abuse or other behaviors identified in the University’s student

handbook (code of conduct) or behaviors considered in violation with the NASW Code of Ethics.

In the event of any of the above violations, the Social Work Faculty and Program Director will

determine the most appropriate course of action. The committee may take no action, place on

probation, suspend, or dismiss the student from the Social Work Program. Each situation is treated

individually, and the student may appeal any decision that is made by the program faculty and

Program Director. Committee using the programs/university grievance procedures identified in this

book and the university catalog. The student will receive notification from the program director

regarding their status in the program, after a decision is made. If the student so wishes, he/she can

utilize the appeals process regarding the decision made by the program. This policy can be found

in the University and Social Work Program Student Handbook as well as the curriculum catalog.

Academic Performance

The faculty advisors continuously evaluate each advisee’s major and overall GPA to determine the

student’s readiness for admission into the field program.

All Social Work faculty are required to utilize the same grading scale. This grading has been

endorsed by the Social Work faculty and can be found in course syllabi.

In addition, each Social Work Syllabus provides criteria for evaluating academic performance.

A -Excellent4.0………………………………………………………………….…

90-100

B -Above Average3.0……………………………………………………………...

80-89

C - Average2.0………………………..……………………………………………

70-79

D -Poor 1.0…………………………………………………………………………

60-69

F-Failure …………………………………………………………………………..

0-59

Professional Performance

In the Introduction to Social Work course (SOW 3363), the Professional Disposition Worksheet is

used to evaluate a student’s alignment with the profession. This worksheet allows the student to

get feedback in regards to their professional disposition during the Introduction to Social Work

course and allows the student an opportunity to work on improving any issues with their disposition

before they apply formally to the social work program.

Student’s professional performance is also evaluated in SOW 3101 BSW Professional Seminar,

professional performance is assessed. In this course, student meets once a month during the spring

semester. While in this course students create a professional portfolio with a resume, cover letter,

letters of reference, transcript, writing sample, awards and other artifacts. Students are graded and

completeness and professional style of the portfolio. Students are also evaluated to determine if

they are able to demonstrate beginning level generalist behaviors and communicate professionally.

Students are constantly evaluated by program faculty (in and out of the classroom) to determine if

behavior, attitudes, values are aligned with the NASW Code of Ethics. Student that exhibit unethical

behavior (such as academic dishonesty, disrespectful behavior towards peers and/or faculty, etc.)

are identified by the faculty and required to meet with advisors and Director of the BSW program.

Grievance Policies and Procedures

The purpose of the grievance procedure is to ensure that students are being treated fairly and that

his/her rights have not been violated in any way. In addition to the academic and non-academic

procedures established by the university, the following grievance procedures have been developed

relating to any student grievance involving the Social Work Program.

A student may use the following grievance procedure if they feel their rights have been violated:

1. When appropriate, and or possible, the student shall attempt a satisfactory reconciliation directly

with the faculty member involved.

2. In situations of unsatisfactory resolution or incidences not directly involving a faculty member,

the student may petition the Coordinator of the Social Work Program. The coordinator will then hold

a conference with the student. IF the student determines that that the situation is not resolved then

he/she will need to follow the university’s grievance process below.

Student Complaints Procedures

Winston-Salem State University (WSSU) is committed to respecting all members of the university

community and providing a quality educational experience for all students. The objective of the

Student Complaint Procedures is to ensure that the concerns and complaints of students are

addressed fairly and are resolved promptly. Complaints related to these procedures are usually the

result of behavior that the student feels are unjust, inequitable, or creates an unnecessary hardship.

Students may file complaints if they believe a problem is not governed by other WSSU grievance

or appeal policies and procedures. Complaints regarding student disciplinary decisions

administered by the Office of Student Conduct, complaints of sexual harassment administered by

the Office of Equal Opportunity, or any other complaints where another university procedure could

have been used for the matter being grieved may not be addressed pursuant to this procedure. The

procedures set forth below may be used by grievant who are enrolled as students at Winston-Salem

State University at the time of the grievance. The person filing the grievance must be the alleged

victim of unfair treatment. A grievance cannot be filed on behalf of another person. Students should

seek to resolve the complaint with the individual or office (process) that caused the concern. If the

issue is not resolved, the student should file a written complaint with the supervisor of the employee

or with the office in which the concern originated and provide the necessary documentation. This

process can continue until it reaches the final arbiter of complaint resolution which is the vice

chancellor of one of the divisions. If the complaint is with a vice chancellor, then the chancellor or

his designee is the final arbiter. If the complaint is with the chancellor, then the chair of the Board

of Trustees is the final arbiter. All complaints should be resolved as quickly as possible.

Procedures

Students are encouraged to seek an informal resolution of their complaint directly with the employee

or individual(s) involved. Often a complaint can be resolved in this manner. However, if an informal

approach is neither successful nor advisable, the student should use the following procedure:

1. The student should file a written complaint with the supervisor of the individual involved.

The complaint should be initiated within 15 calendar days of the decision, action, or event(s)

giving rise to the grievance. This time limit may be extended by the dean or vice chancellor

with jurisdiction over the grievance, if the grievant makes the request for extension within

the 15-day period, for good cause shown (e.g., an active effort at informal resolution at the

department level, division level, or Office for Equal Opportunity). The complaint must be

submitted within the same semester as the incident occurred but may be extended for 10

business days into the next semester I the 15th day falls during the summer.

2. Upon receipt of a written complaint, a conference will take place with the student and the

appropriate supervisor or his or her designee.

3. The supervisor will notify appropriate persons and request any information or

documentation needed to resolve the complaint.

4. The supervisor will attempt to resolve the complaint by taking the appropriate action.

The supervisor will make a written record of the action taken and notify the student of the

actions taken, when appropriate, or that actions have been taken to resolve the concern.

5. The student may request a review of the complaint with the next supervisor in the chain

of command if he or she believes that his or her complaint has not been resolved.

6. All relative documentation should be forwarded to each level of review by the student

and the supervisor(s).

7. The burden is on the grievant to establish by a preponderance of the evidence that the

grievant has experienced an injury that would entitle the grievant to relief and that such

injury is remediable.

Appeal Procedure:

Within 15 calendar days of receipt of the administrator’s decision, a student who is not satisfied with

the response of the administrator after the initial review may seek further review by submitting the

written grievance, together with the administrator’s written decision, to the appropriate vice

chancellor. (If the administrator is a vice chancellor, the student should seek further review by the

chancellor; if the administrator is the chancellor, the student should seek further review by the Chair

of the Board of Trustees.). The senior administrator or officer may delegate another administrator

to act on his/her behalf. The senior administrator’s action will be limited to a review of the basis for

previous administrator’s decision and need not involve a de novo factual investigation. The senior

administrator may, but is not required to, direct that further facts be gathered or that additional

remedial action be taken. Within 15 calendar days of receipt of the request for review, the senior

administrator shall submit his or her decision in writing to the student and to the person alleged to

have caused the grievance. The written disposition shall include the reasons for the decision, and

it shall direct a remedy for the aggrieved student, if any.

A copy of the final decision will be filed in the office from which the decision was rendered. Each of

these offices will maintain a file of written complaints and the actions taken to resolve the

complaints. When possible, the final resolution (or a finding of “unresolved”) will be filed in one of

the vice chancellor’s office or the chancellor’s office, as deemed appropriate.

Each of these offices

will maintain a file of written complaints and the actions taken to resolve the complaints.

How Students Are Informed of Grievance Policies/Procedures and Academic and Professional

Performance.

The grievance policies and procedures can be found in the University Academic Catalog, The

University Student Handbook, The Social Work Program Student Handbook and The Social Work

Program Field Manual. In addition, the Social Work Program Handbook advises students of the

need to align themselves with the NASW Code of Ethics and importance of exhibiting ethical

behavior while enrolled in the program. Students are advised of the need to discuss any challenges

with their advisors so that appropriate information and referral can be provided (if needed).

Social Work Professional Organizations

Professional organizations are a source of support, information, services, and identity. Students are

encouraged to join and be involved in any or all of the organizations listed. Memberships are

available for students at a reduced rate.

National Association of Social Workers (NASW)

NASW works to enhance the professional growth and development of its members, to create and

maintain professional standards, and to advance sound social policies (www.socialworkers.org).

Benefits of membership in this organization include receiving the Social Work Journal, NASW

News, discounts for national and state conferences and workshops, opportunity for liability

insurance. The NASW Code of Ethics is intended to serve as a guide to the everyday professional

conduct of social workers.

North American Association of Christians in Social Work (NACSW)

Membership in this organization offers the opportunity to integrate one’s religious faith with social

work. An annual conference provides additional opportunities to network with other Christian social

workers. Benefits of NACSW membership include a subscription to NACSW’s quarterly newsletter,

Catalyst; subscription to quarterly journal, Social Work and Christianity; discount on a variety of

books, monographs, and video and audiotapes; on-line bibliography providing references to books

and articles on topics of particular interest to Christians in social work; a mentor program connecting

students and new members with longer standing NACSW members; listservs to enable members

to correspond on the internet on topics of special interest to Christians in social work; conventions

and audio conference workshops at discounted rates; Job Net services; and eligibility for NACSW’s

Professional Liability Insurance (www.nacsw.org).

Council on Social Work Education (CSWE)

The Council of Social Work Education (CSWE) is a nonprofit national association representing over

3,000 individual members as well as graduate and undergraduate programs of professional social

work education. Founded in 1952, this partnership of educational and professional institutions,

social welfare agencies, and private citizens is recognized by the Council for Higher Education

Accreditation as the sole accrediting agency for social work education in the USA.

CSWE works to ensure the preparation of competent social work professionals by providing

national leadership and a forum for collective action. The main responsibility of CSWE is therefore

to promote and maintain the high quality of social work education. In addition, CSWE strives to

stimulate knowledge and curriculum development, to advance social justice and to strengthen

community and individual well being (www.cswe.org).

Latino Social Workers Organization

Latino Social Workers Organization is a progressive social work organization. The LSWO is a leader in the

development of recruitment and retention strategies over the last 10 years. For the past 8 years, the LSWO

has focused on cultural competency / responsiveness training. The LSWO has provided "La Familia"

Perspective trainings at George Warren Brown School of Social Work, New York University, and

University of Wisconsin-Madison SSW, and the University of Chicago SSA, and other schools. The

LSWO can be helpful to Schools of Social Work in their recruitment strategies, and or mentoring their

students and alumni. With the increase of Latinos throughout the United States and Canada, the LSWO

serves as a key resource for public, non-profit, and private institutions.

National Association of Black Social Workers (NABSW)

NABSW is designed to promote the welfare, survival, and liberation of the Black Community; and

to advocate for social change at the national, state, and local level. NABSW is comprised of over

100 membership chapters, and over 30 university and college student chapters throughout the

continental United States and the Caribbean. Additionally, affiliate groups are in both West and

South Africa. Membership is available to persons of African ancestry who, regardless of profession,

share similar concerns regarding health and welfare issues in the Black community

(www.nabsw.org).

Social Work Student Organizations

Social Work Club

All social work majors are members of the Social Work Club. The students, with the assistance

of a faculty advisor, organize and design the Club. Membership fees are minimal and students are

strongly encouraged to participate in the various activities of the organization. The purpose of the

club is to involve social work students in issues of mutual concern. On a regular basis, meetings

are held with an exciting program planned. The bylaws of the organization are on file with the faculty

advisor. Students may obtain an application from any officer of the club or from the Social Work

Program.

Phi Alpha Honor Society

The Purpose of Phi Alpha Honor National Honor Society is to provide a closer bond among students

of social work and promote humanitarian goals and ideals. Phi Alpha fosters high standards of

education for social workers and invites into membership those who have attained excellence in

scholarship and achievement in social work.

Social Work Advisory Board

The Social Work Advisory Committee consists of community practitioners and student

representatives that provide linkage between the Social Work Program and the professional

community. The Board meets twice an academic year and provides recommendations and

feedback on a variety of issues related to the Social Work Program at Winston-Salem State

University. The Presidents of the Social Work Club and Phi Alpha Social Work Honor Society each

have a seat on the Social Work Advisory Committee. Any student is welcome to attend advisory

meetings.

National Association of Social Work Code of Ethics

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 complaints filed against its members.* In subscribing to

this Code, social workers are required to cooperate in its implementation, participate in

NASW adjudication proceedings, and abide by any NASW disciplinary rulings or

sanctions based on it.

*For information on NASW adjudication procedures, see NASW Procedures for the Adjudication of

Grievances.

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.

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 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, and 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.

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

responsibilities to colleagues, (3) social workers' ethical responsibilities in practice settings, (4)

social workers' ethical responsibilities as professionals, (5) social workers' ethical responsibilities to

the social work profession, and (6) social workers' ethical responsibilities to the broader society.

Some of the standards that follow are enforceable guidelines for professional conduct, and some

are aspirational. The extent to which each standard is enforceable is a matter of professional

judgment to be exercised by those responsible for reviewing alleged violations of ethical standards.

1. Social Workers' Ethical Responsibilities to Clients

1.01 Commitment to Clients

Social workers' primary responsibility is to promote the well-being of clients. In general,

clients' interests are primary. However, social workers' responsibility to the larger society or

specific legal obligations may on limited occasions supersede the loyalty owed clients, and

clients should be so advised. (Examples include when a social worker is required by law to

report that a client has abused a child or has threatened to harm self or others.)

1.02 Self-Determination

Social workers respect and promote the right of clients to self-determination and assist

clients in their efforts to identify and clarify their goals. Social workers may limit clients' right

to self-determination when, in the social workers' professional judgment, clients' actions or

potential actions pose a serious, foreseeable, and imminent risk to themselves or others.

1.03 Informed Consent

(a) Social workers should provide services to clients only in the context of a professional

relationship based, when appropriate, on valid informed consent. Social workers should

use clear and understandable language to inform clients of the purpose of the services,

risks related to the services, limits to 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.

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.

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.

social diversity and oppression with respect to race, ethnicity, national origin, color, sex,

sexual orientation, age, marital status, political belief, religion, and mental or physical

disability.

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.

client 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 10

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.

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. In all instances, social workers should disclose the least

amount of confidential information necessary to achieve the desired purpose; only

information that is directly relevant to the purpose for which the disclosure is made

should be revealed.

(d) Social workers should inform clients, to the extent possible, about the disclosure of

confidential information and the potential consequences, when feasible before the

disclosure is made. This applies whether social workers disclose confidential information

on the basis of a legal requirement 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.

(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 12

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.

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.

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.

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.

paying an overdue balance if the financial contractual arrangements have been made

clear to the client, if the client does not pose an imminent danger to self or others, and

if the clinical and other consequences of the current nonpayment have been addressed

and discussed with the client.

(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

colleagues

communications with clients or with other professionals. Unwarranted negative criticism

may include demeaning comments that refer to colleagues' level of competence or to

individuals' attributes such as race, ethnicity, national origin, color, sex, sexual

orientation, age, marital status, political belief, religion, and mental or physical disability.

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.

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.

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.

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.

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.

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.

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.

(b) Social workers who function as educators or field instructors for students should

evaluate students' performance in a manner that is fair and respectful.

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.

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.

adequate agency or organizational resources are available to provide appropriate staff

supervision.

(d) Social work administrators should take reasonable steps to ensure that the working

environment for which they are responsible is consistent with and encourages

compliance with the NASW Code of Ethics. Social work administrators should take

reasonable steps to eliminate any conditions in 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.

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.

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.

based knowledge, relevant to social work and social work ethics.

4.02 Discrimination

Social workers should not practice, condone, facilitate, or collaborate with any form of

discrimination on the basis of race, ethnicity, national origin, color, sex, sexual

orientation, age, marital status, political belief, religion, or mental or physical disability.

4.03 Private Conduct

Social workers should not permit their private conduct to interfere with their ability to

fulfill their professional responsibilities.

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.

public of professional qualifications, credentials, education, competence, affiliations, and

services provided, or results 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

from

other

people

who,

because

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.

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 con-tribute 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.

relevant to social work and fully use evaluation and research evidence in their

professional practice.

(d) Social workers engaged in evaluation or research should carefully consider possible

consequences and should follow guidelines developed for the protection of evaluation

and research participants. Appropriate institutional review boards should be consulted.

(e) Social workers engaged in evaluation or research should obtain voluntary and written

informed consent from participants, when appropriate, without any implied or actual

deprivation or penalty for refusal to participate; without undue inducement to participate;

and with due regard for participants' well-being, privacy, and dignity. Informed consent

should include information about the nature, extent, and duration of the participation

requested and disclosure of the risks and benefits of participation in the research.

(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 research 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.

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, age, marital status, political belief, religion, or

mental or physical disability.

Appendix A

Course Descriptions

SOCIAL WORK COURSE DESCRIPTIONS

SOW 3363 Introduction to Social Work (3 Credits)

This course is designed to introduce students to the field of social work. The course focuses upon

the historical, philosophical, theoretical, and professional foundations of Social Work. The purpose

of this course is to provide students with an introduction to the social work profession, including

social work fields of practice, social service agencies, and levels of social work practice. An

examination of direct services (micro level practice) and administration/ planning (macro level

practice) will be included in this course.

SOW 3368 Social Work Policy I (3 Credits)

This course will introduce fundamental concepts related to social policy, and explore the connection

between social policy and social work practice. Working within a historical context we will examine

the impact of social, political, and economic factors on social policy formation and implementation.

Social policy will be examined from both strengths and problem centered perspective. Critical

thinking will be encouraged as we examine the relationships between individuals, institutional, and

societal values. Key content areas such as the Social Security Act, health care policy, and welfare

reform will be highlighted.

SOW 3369 Social Work Policy II (3 Credits)

This course is a continuation of SOW 3368. This course provides an assessment of policy as it

directly affects service delivery. It examines the responsibilities and roles of a generalist worker in

policy development, policy clarification, and change in policy implementation. A conceptual as well

as analytic framework is presented for the understanding and analysis of social welfare policy.

Further, resource allocation as it relates to policy, planning, and service deliver is presented. This

course is also designed to help students toward a fuller understanding of the evolution of social

welfare policies and services that pertain to families within rural/urban areas that are within rural

and urban areas that are in the line with the program goals. The course aims at broadening students’

repertoire of various family policies pertaining to ethnic minorities and other oppressed populations,

and how to advocate for improving family welfare policies and services to attain greater social and

economic justice.

SOW 3370 Human Behavior and the Social Environment I (3 Credits)

This course is the first part of a two part course that deals with human growth and development

over the life-span. This course focuses on the development of the individual from conception

through middle childhood and the impact of various aspects (i.e., family, groups, organizations, and

community) of the social environment on that development. Content includes empirically based

theories and knowledge that focus on the interactions between and among individuals, groups,

societies, and economic systems.

SOW 4340 Human Behavior and the Social Environment II (3 Credits)

This course is the second part of a two part course that deals with human growth and development

over the life-span. This course focuses on the development of the individual from middle

adolescence/young adulthood through very old age and the impact of various aspects (i.e., family,

groups, organizations, and community) of the social environment on that development. Content

includes empirically based theories and knowledge that focus on the interactions between and

among individuals, groups, societies, and economic systems. Within the bio-psychosocial context

of the person, each stage of development is examined from the psychosocial context of the person,

SOW 3375 Social Work Methods I (3 Credits)

This course is designed to provide students with an overview of the basic knowledge and skills

generic to generalist social work practice. Key themes and concepts include: interviewing;

relationship building; and assessment as they relate to community-based family practice. The

course introduces practice models in relation to populations at risk. Personal and professional

values will be discussed, along with the use of self, the importance of evaluation, research and

ethics. This course focuses on introductory generalist practice models with diverse populations,

with particular emphasis on interventions with vulnerable populations.

SOW 3376 Social Work Methods II (3 Credits)

This is the second practice course in the foundation curriculum and is designed to provide students

with an overview of the basic knowledge and skills in order to work with groups and community

organizations. The use of generalist social work models as it relates to both group practice and

community-based practice provide the primary focus. Key themes and concepts include

introductory group practice knowledge for developing various types of groups, groups for

populations at risk, general stages of group practice, and assessing group work. Community-based

practice themes and concepts include documenting a community, assessing and understanding

community problems and concerns, generic community practice skills and the need for social

planning and activism. This course focuses on introductory generalist practice models with diverse

populations, with particular emphasis on interventions with rural populations and groups that

experience social and economic injustices based on racial, ethic, sexuality, gender, religious, and

other factors.

SOW 3302 Social Work Research (3 Credits)

This course presents the conceptual foundations and methods of research in order to help students

integrate research knowledge with professional social work practice. The process of research is

followed from problem identification to the conceptualization of research questions, sampling,

design, measurement, data collection, and analysis. The course makes use of examples and

readings that focus on individuals, families, organizations, communities, and diverse cultures.

Students engage in the critical analysis of traditional research methods from a diversity perspective,

in addition to generating and evaluating alternative methods for their utility in social work.

SOW 4302 Applied Social Work Research (3 Credits)

This course provides an overview of basic research methods and an introduction to basic statistics

for social work. Students apply quantitative and qualitative research to promote understanding of

scientific, analytic, and ethical approaches to building knowledge for practice. The content prepares

students to utilize research to provide high quality services, initiate change, improve practice, policy,

and service delivery systems as well as evaluate their own practice. Major research designs are

reviewed, such as single system designs, and students develop skills in collecting, analyzing and

using data. Sampling methods, data collection techniques, and statistical and graphical approaches

to data analysis are emphasized. Students develop an understanding of probabilistic analysis,

quantitative reasoning, and inferential statistics. Students are provided opportunities to do data

analysis on microcomputers. The course integrates themes related to multiculturalism, social

justice, social change, prevention, intervention and treatment.

SOW 3101 BSW Professional Seminar (1 Credit)

This course introduces and monitors professionalism as evidenced in student’s writing skills, the

use of scholarship, and the ability to exhibit positive behaviors that will ensure success in social

work practice. In addition, This "professional development" seminar is a kind of general, all-purpose

forum for discussion of a wide variety of issues related to research, teaching, and other aspects of

graduate school and careers (particularly academic and practice careers) in Social Work. Also

students will discuss and present their own original research projects.

SOW 3641 Field Instruction I (6 Credits)

This course offers the student practical experience in a social agency. It enables the student to

apply and test knowledge and skills gained in the classroom. Students spend a minimum of 16-18

hours per week in an approved agency setting under the supervision of a staff member. In addition,

the students attend a weekly seminar to discuss their experiences. Arrangements to enroll must be

made with the instructor of the course at least six weeks prior to the beginning of the semester.

SOW 4641 Field Instruction II (6 Credits)

This course is a continuation of SOW 3541. This course offers the student practical experience in

a social agency. It enables the student to apply and test knowledge and skills gained in the

classroom. Students spend a minimum of 16-18 hours per week in an approved agency setting

under the supervision of a staff member. In addition, the students attend a weekly seminar to

discuss their experiences. Arrangements to enroll must be made with the instructor of the course

at least six weeks prior to the beginning of the semester.

SOW 4120 Field Block Instruction (12 Credits)

This course offers the student practical experience in a social agency. It enables the student to

apply and test knowledge and skills gained in the classroom. Students spend a minimum of 30-32

hours per week in an approved agency setting under the supervision of a staff member. In addition,

the students attend a weekly seminar to discuss their experiences. Arrangements to enroll must be

made with the instructor of the course at least six weeks prior to the beginning of the semester.