1. education

UNIVERSITY of ALASKA ANCHORAGE
SCHOOL OF SOCIAL WORK
MSW Field Education Manual
2014-2015
It is the policy of the School of Social Work that all aspects of the BSW and MSW
Programs, as they affect students, faculty, or staff will be conducted without
discrimination on the basis of race, color, gender, age, creed, ethnic or national
origin, physical or mental disability, political or sexual orientation. The School and
its faculty fully adhere to the NASW Code of Ethics. We welcome students of
different backgrounds, celebrating the diversity of Alaska and the United States.
UNIVERSITY of ALASKA ANCHORAGE
SCHOOL OF SOCIAL WORK
MSW Field Education Manual
DEDICATION
This manual is dedicated to all the field instructors who have worked long and selflessly to help
our students become prepared to enter the profession of social work. They have taught us much
about the field instruction process and any success the program enjoys is attributable to their
efforts, patience, and ability to endure constant changes imposed by the Program as we attempt
to meet the ever changing demands placed on us by the rapidly changing academic and
professional environments in which we labor.
Eva Kopacz, MSW, LCSW, BCD
MSW Field Education Coordinator
and MSW Faculty and Staff
Manual Contents
INTRODUCTION ..................................................................................................................................................... 1
MISSION AND EDUCATIONAL PURPOSE OF THE SOCIAL WORK PROGRAM ............................................................ 1
MISSION OF THE UNIVERSITY OF ALASKA ANCHORAGE SCHOOL OF SOCIAL WORK.......................................................................1
ADVANCED GENERALIST SOCIAL WORK PRACTICE DEFINED ....................................................................................................1
GOALS OF THE UNIVERSITY OF ALASKA ANCHORAGE SCHOOL OF SOCIAL WORK .........................................................................2
CURRICULUM FRAMEWORK AND PRINCIPLES........................................................................................................................2
ACCREDITATION .............................................................................................................................................................3
FIELD INSTRUCTION ............................................................................................................................................... 3
REQUIRED HOURS...........................................................................................................................................................3
SEMINAR ......................................................................................................................................................................4
DEFINITION OF TERMS .....................................................................................................................................................4
COURSE OBJECTIVES .......................................................................................................................................................6
FIELD ORGANIZATION - PERSONNEL SELECTION CRITERIA, ROLES, AND RESPONSIBILITIES .................................... 6
SELECTION OF PRACTICUM SITES .......................................................................................................................................6
SELECTION CRITERIA FOR FIELD INSTRUCTORS ......................................................................................................................8
FIELD EDUCATION ROLES, TASKS, AND RESPONSIBILITIES ...................................................................................... 8
ROLE OF THE SCHOOL OF SOCIAL WORK..............................................................................................................................8
ROLE OF THE FACULTY LIAISON..........................................................................................................................................9
ROLE OF THE FIELD INSTRUCTOR ......................................................................................................................................10
ROLE OF THE AGENCY REPRESENTATIVE ............................................................................................................................10
ROLE OF THE STUDENT ..................................................................................................................................................11
ORIENTATION AND TRAINING OF FIELD INSTRUCTORS ........................................................................................ 12
GENERAL ....................................................................................................................................................................12
ORIENTATION FOR FIELD INSTRUCTORS AND AGENCY REPRESENTATIVES .................................................................................12
ELIGIBILITY CRITERIA AND PLACEMENT PROCESS ................................................................................................. 12
GENERAL CONSIDERATIONS ............................................................................................................................................12
STUDENT ELIGIBILITY CRITERIA ........................................................................................................................................13
PLACEMENT PROCESS ....................................................................................................................................................13
TERMINATION OF FIELD PLACEMENT ................................................................................................................... 15
USE OF PROBLEM SOLVING TECHNIQUES, MEDIATION, AND INFORMAL PROCESSES ..................................................................15
ADMINISTRATIVE SUSPENSION ........................................................................................................................................15
STUDENT INITIATED TERMINATION ...................................................................................................................................15
AGENCY INITIATED TERMINATION ....................................................................................................................................17
NO-FAULT AGENCY INITIATED TERMINATION .....................................................................................................................17
AGENCY INITIATED TERMINATION FOR CAUSE ....................................................................................................................18
TERMINATION CRITERIA .................................................................................................................................................19
STUDENT DROPS AND WITHDRAWALS FROM PRACTICUM COURSES..................................................................................20
PLACEMENT OPTIONS AND EMPLOYMENT .......................................................................................................... 20
STANDARD PLACEMENT .................................................................................................................................................20
BLOCK PLACEMENT .......................................................................................................................................................20
CONCURRENT COURSEWORK AND OUTSIDE EMPLOYMENT ...................................................................................................21
PAID PRACTICA AND STIPENDS ........................................................................................................................................21
PRACTICUM WITHIN THE STUDENT’S PLACE OF EMPLOYMENT ..............................................................................................21
RULES AND EXPECTATIONS REGARDING PLACEMENT .......................................................................................... 21
LATE PLACEMENT .........................................................................................................................................................21
WORK SCHEDULES ........................................................................................................................................................21
IN-SERVICE EDUCATION, CONFERENCES, WORKSHOPS, AND OTHER SPECIAL ACTIVITIES ............................................................22
PRACTICUM CONFLICTS WITH SEMINAR ATTENDANCE .........................................................................................................22
POLICY ON “INCOMPLETE” GRADES .................................................................................................................................22
SEMINAR ............................................................................................................................................................. 23
LEARNING EXPERIENCE NARRATIVE ..................................................................................................................... 23
STUDENT, FIELD SITE, AND PROGRAM EVALUATIONS .......................................................................................... 23
STUDENT EVALUATIONS AND GRADES...............................................................................................................................23
INITIAL/MID AND END SEMESTER EVALUATIONS ................................................................................................................24
OBJECTIVES OF THE FIELD EDUCATION PROGRAM ...............................................................................................................24
FIELD SITE EVALUATION .................................................................................................................................................24
FIELD EDUCATION PROGRAM EVALUATION ........................................................................................................................24
SYLLABUS ............................................................................................................................................................. 25
SAFETY AND RISK MANAGEMENT ........................................................................................................................ 25
GENERAL ....................................................................................................................................................................25
LIABILITY AND INJURY INSURANCE ....................................................................................................................................26
TRANSPORTING CLIENTS AND FLYING IN SMALL AIRCRAFT ....................................................................................................26
JOB SITE RISKS AND HAZARDS .........................................................................................................................................26
BLOODBORNE PATHOGENS .............................................................................................................................................27
TUBERCULOSIS .............................................................................................................................................................27
DISABILITY ACCOMMODATION ............................................................................................................................ 27
Appendix A: Individual Forms
Organization Profile
Agency Representative Application
Agency Supervisor Application
Field Instructor Application
Affiliation Agreement
MSW Field Education Application – Foundation Year
MSW Field Education Application – Concentration Year/Advanced Placement
Agency Placement Decision Form
Student Placement Decision Form
Student Statement of Understanding
MSW Learning Contract Instructions
MSW Learning Contract Format
Field Education Time Sheet
MSW Field Education Site Visit Report
Professional Communications Rating Form
Field Instructor Evaluation of MSW Student’s Performance – Fall Semester
Field Instructor Evaluation of MSW Student’s Performance – Spring Semester
MSW Student Self-Assessment of Performance – Fall Semester
MSW Student Self-Assessment of Performance – Spring Semester
Mid-Semester Report
Agency Evaluation of MSW Field Education Program
MSW Student Evaluation of MSW Field Education Program
Agency Overview by MSW Student
Appendix B: Resources
MSW Field Education Objectives by Course in Sequence
Figure 1: Entry-Level Roles and Performance Standards
Figure 2: Advanced Generalist Practice Roles and Performance Standards
How to Formulate and Write Goals and Objectives
Writing Learning Contract Goals and Objectives Worksheet
What Is It that I Want to Learn?
Summary of Social Work Skills Proficiency: Assessing Your Strengths & Areas for Development
Steps in Completing Your Practicum Learning Plan
Writing the Learning Experience Narrative
Getting Started: Ideas for the First Three Weeks of Practicum
Sample Weekly Supervision Agenda
Process Recording Guidelines and Formats
Case Presentation Sample Outline
Suggested Precautions for Home Visits
Field Education Knowledge, Skills, & Values
Recommended Reading
Appendix C: Program Information
Overview of MSW Curriculum
Layout of MSW Degree Completion Options
MSW Course Descriptions
UAA Policies on Affirmative Action and Sexual Harassment
NASW Code of Ethics
INTRODUCTION
The University of Alaska Anchorage is part of the State of Alaska's University system. The
School of Social Work is an academic unit in the College of Health and Social Welfare. The
School administers the Bachelor of Social Work (BSW) and the Master of Social Work (MSW)
degree programs. Both the BSW and MSW programs are accredited by the Council on Social
Work Education (CSWE).
The MSW degree can be obtained by taking courses on the UAA campus or by distance delivery.
Campus students may complete the degree on a full-time or part-time basis. The distance
delivered MSW program is a part-time program. Students admitted in the distance program are
expected to meet the same admission requirements and adhere to the same policies, rules and
regulations as students in the campus based MSW program.
This manual is a summary of the current policies and procedures of the School of Social Work
relevant to both the on campus and distance delivered field work (practicum) program. Persons
associated with the distance program should note that there is a separate field education
coordinator for that program and any references to the position of MSW Field Education
Coordinator that follow in this manual should be understood to refer to the respective coordinator
for the program in which the student is enrolled (on campus or distance).
The purpose of this manual is to serve as a resource to students and field agency personnel. It
always should be consulted first on any issues concerning the field program. It should be
recognized, however, that the School of Social Work reserves the right to amend policies and
procedures at any time and this manual reflects those current when it was published. It is
advisable, therefore, to consult with the respective Field Education Coordinator before taking a
major action such as terminating a placement in the event of a change.
This manual is always a work in progress. The Department welcomes your suggestions for
changes at any time.
MISSION AND EDUCATIONAL PURPOSE OF THE SOCIAL WORK
PROGRAM
Mission of the University of Alaska Anchorage School of Social Work
The mission of the UAA MSW Program is to prepare advanced generalist social workers who
enhance human well-being and promote social and economic justice for all people of all
backgrounds, particularly those in Alaska.
.
Advanced Generalist Social Work Practice Defined
The following is excerpted from the UAA School of Social Work Self Study (2001) completed
for the Council on Social Work Education.
Generalist social work is the paradigm selected for framing social work education at the
University of Alaska Anchorage. It represents both a perspective and an approach to practice
forming an educational strategy for preparing both entry and advanced level professional social
MSW Field Manual: 1
workers for competent practice. Generalist social work represents an educational continuum that
provides a basic foundation for baccalaureate level social workers and that extends to advanced
generalist practice for the master's level social worker. The advanced generalist is thus not
viewed as specialization or concentration, but rather the framework for the graduate curriculum.
This view recognizes that basic and advanced knowledge and practice principles are transferable
across practice settings and population groups. Likewise the application of advanced knowledge
and practice principles are also transferable. The Advanced Generalist Practice model was
selected as the emphasis of master's level social work education at the University of Alaska
Anchorage to meet the needs of the state. It maximizes the contribution of professional social
work to meeting the mission and goals of the program. The use of an ecological systems
perspective, planned change process, multi-level assessment, and methodology in both social and
cultural contexts to meet the needs of consumer systems for the purpose of enhanced social
functioning closely approximates the essence of social work. This perspective enhances
advocacy, clinical, administrative, and supervisory skills, fosters the acquisition of social justice,
and leads to developing new knowledge and skills regarding targeted systems.
The advanced generalist practice model may be utilized in both urban and rural/remote areas. It is
particularly useful in small towns, villages, and rural areas in responding to the distinctive social
context within which practice occurs. Limited resources, a preponderance of natural and
indigenous helpers, geographic isolation, and few professionals often requires a practitioner who
is competent to intervene at a variety of levels and assume many practice roles.
Goals of the University of Alaska Anchorage School of Social Work
Goal 1 To prepare advanced generalist social work practitioners competent in multiple
practice roles across systems, particularly within the state of Alaska.
Goal 2 To prepare advanced generalist social work practitioners committed to the
enhancement of human well-being.
Goal 3 To prepare advanced generalist social work practitioners committed to the
promotion of social and economic justice for people of all backgrounds, particularly
those in Alaska.
Goal 4 To prepare advanced generalist social work practitioners who are guided by the
values and ethical standards of the social work profession.
Goal 5 To prepare advanced generalist social work practitioners who will enhance the
quality of service delivery systems.
Goal 6 To prepare advanced generalist social work practitioners knowledgeable, skillful,
and sensitive with people from diverse backgrounds.
Curriculum Framework and Principles
The program curriculum builds on a liberal arts foundation. The MSW curriculum is developed
in the context of problem solving systems theory and the viewing of individuals as part of their
own unique culture existing within the context of a larger culture. Its goals are to provide each
student with a broad base of knowledge, oral and written communication skills, and ability to
MSW Field Manual: 2
think critically in a number of fields. Every social work course infuses social work values and
ethics throughout its content.
The course sequence in the social work program is designed to provide each student with a
professional foundation in understanding: the development of the profession of social work, atrisk and diverse populations, the role of social and economic justice in social welfare, methods to
achieve social change, human behavior in a developmental and environmental context, research
design and methods, the practice of social work with systems of all levels, and the analysis and
development of social policy. The concentration courses expand the generalist model into areas
requiring more complex analyses and specialized practice required for the competent
professional entering the field at the advanced level.
The field education program integrates the knowledge, analytic thinking, ethics, values, and
communication skills developed in academic courses with hands-on experience in real settings
under the mentorship of an experienced social work practitioner. Concurrent seminar and course
assignments augment this integrative process and promote a broader knowledge through group
process sharing among students at similar levels of professional development.
Accreditation
The MSW Program at University of Alaska Anchorage is accredited by the Council on Social
Work Education (CSWE) and adheres to the principles and standards established by that body.
CSWE is the only nationally recognized professional body authorized to accredit social work
degree programs at the baccalaureate or masters level in the United States.
FIELD INSTRUCTION
Required Hours
Students are required to complete a total of 1,020 hours of field work over two years for the field
education program exclusive of seminar hours. Students in the first year (foundation) of the full
time program and the second year of the part time program complete 480 hours of consecutive
field instruction during the fall and spring semesters. Students complete 540 hours of field
instruction during the second (concentration) year or fourth year of the part time program.
Students accepted into the program with Advanced Standing presently are required only to
complete the 540 hours required for all Concentration Year students.
There are two options for completing hours. The standard method is through a consecutive
placement during the fall and spring semesters. The second option is to do the concentration year
practicum as a block placement. Block placements may be considered for foundation year
students on a case-by-case basis. The School of Social Work may charge an additional fee for
block placements to help offset the costs required to support these placements.
Given that the purpose of field education is applied learning, hours credited as field education are
those that involve hands-on experiential learning. Hours credited toward the total time include
time spent completing tasks relevant to the student’s learning objectives, supervision, agency
staff and business meetings, case conferences, record keeping, report writing, and documentation.
They do not include work done at home. Credited hours may also include twenty hours of agency
MSW Field Manual: 3
orientation and an additional 5% of required hours for in-service education and training, and
professional conferences. Exceptions to this policy require approval by the MSW Field
Education Coordinator. Students and field instructors should recognize that the practicum is an
integral part of the coursework for the MSW and that learning assignments outside of field work
hours are both expected and appropriate. (Breakdown of hours per semester can be found in
Appendix C, Course Descriptions, under Field Education.)
The schedule of field work hours should coincide with the usual hours that the Social Workers at
the placement organization are present and working. In most instances, this will involve weekday
daytime hours. Exceptions must be approved in advance by the MSW Field Education
Coordinator.
Hours are to be scheduled consistently across the entire semester in a manner that enables
students to maintain a significant presence in the organization throughout the semester and to
complete the total number of required hours within the semester time frame. Students may
increase hours worked each week if they fall behind their established schedule for reasons
beyond their control. Permission from the field instructor, faculty liaison, and agency supervisor
(if other than the field instructor) is required. Students may not “bank” hours in order to finish
the practicum in advance. Practicum hours are to be scheduled to accommodate attendance at
required university classes and final exams.
With prior consent of the agency supervisor (if other than the Field Instructor), Field Instructor,
and seminar instructor, students may complete a minimal number of practicum hours during the
winter intercession if such activities are essential for continuity of services. Consent is
contingent on the presence of appropriate agency staff for supervision and the availability of the
seminar instructor. The number of hours permitted must be specified and approved in advance.
Winter intercession hours will be counted toward Spring Semester practicum hours since it is
expected that students will have completed all fall Practicum course requirements, including
hours, prior to the winter intercession.
Placement hours must be documented. Unless otherwise specified in your instructor’s syllabus,
documentation using the MSW Program Time Sheet (see forms section) should be approved by
the placement agency and submitted weekly to the Faculty Liaison. Students should keep a copy
for their own use in tracking and pacing completion of field education hours.
Seminar
The student will participate in a weekly 165 minute field seminar concurrent with the practicum
placement. The seminar provides a forum for students to process their field experiences, integrate
classroom knowledge with practice, address professional issues, and further their professional
identity. Time spent in seminars is not credited toward the field placement hourly requirements.
Performance in the seminar and timely completion of all assignments is important in
determination of the over-all grade assigned for field education courses.
Definition of Terms
Affiliation Agreement: The formal letter of agreement between the agency and the
university specifying the terms of the placement and the responsibilities of each party.
MSW Field Manual: 4
Agency Representative: A person employed by the placement agency that represents the
agency in all matters relevant to the field education placement. The field instructor and
agency representative may be the same person. When an agency does not have a person
meeting CSWE requirements to supervise the student, the agency representative or
his/her designee provides day-to-day oversight of the student in the field site.
Coordinator of Field Education: The social work faculty member with overall
responsibility for the respective campus or distance delivered field education program.
S/he reviews existing and potential new field placement sites to determine if they meet
CSWE standards and the objectives of the program, refers and approves student
placements, develops the student evaluation process and criteria, works with the Field
Education Advisory Committee to improve the quality of the program, oversees the
orientation and training of the field supervisors, and resolves issues arising in the field
placement. The MSW Field Education Coordinator conducts seminars and may serve as
faculty liaison.
CSWE (Council on Social Work Education): The organization that establishes standards
for BSW and MSW educational programs.
Faculty Liaison: A member of the Social Work Program faculty who is assigned to a field
placement agency to serve as the link between the agency and the program, participate
in the student’s evaluation, help resolve problems arising out of the placement, and
assure that the agency understands the mission, goals, and objectives of the social work
program. Typically, the faculty liaison is also the practicum seminar instructor for the
student. The MSW Field Education Coordinator may serve as a seminar instructor and
liaison.
Field Instructor: A person meeting CSWE standards who supervises and evaluates the
social work student in the field placement. The field instructor usually is an employee
of the agency in which the student is placed and may serve the role of “agency
representative” as well.
CSWE requires field instructors be graduates of an accredited MSW program. In addition, a
minimum of 2 years professional, postgraduate experience with no ethical violations is
required.
If an agency does not have a person available on staff meeting CSWE requirements, it may
still be a placement site if it enters into an agreement with a person meeting
qualifications to assume the role of field instructor. The MSW Field Education
Coordinator will assist agencies in recruiting volunteer field instructors who meet
CSWE standards.
Learning Contract: A written contract completed early in the field placement that
specifies the terms of the placement including hours, work schedules, goals, and
objectives of the field placement. The objectives specified in the learning contract must
incorporate the objectives of the practicum as specified in the field education manual
and practicum course syllabus. All learning contracts must be reviewed and approved
by the faculty liaison.
Learning Experience Narrative: A narrative and analysis by the student of significant
activities and experiences in the field placement. It records progress toward learning
objectives along with other events significant in the learning experience. The Narrative
is a means by which the student documents how s/he is integrating the knowledge
MSW Field Manual: 5
gained through instructional courses with field experience. Narratives are submitted as
specified in the course syllabus. The seminar instructor will review and critique it
before returning it to the student. The ability of the student to analyze significant events,
place them in a broader professional context, and demonstrate an understanding of how
the issues relate to previous learning is documented in the Narrative. Thus, the
Narrative records the student’s professional growth and may be a significant factor in
evaluating overall performance in the field.
Learning Portfolio: The Learning Portfolio provides organized documentation of a
student’s professional growth and achievement, as well as evidence of attainment of
social work knowledge, values and skills. It is a compilation of significant field
education events including Learning Contracts, documentation of attainment of field
education outcomes, Time Sheets showing actual hours in field placements, letters of
commendation, certificates of training, and any other notable achievement that a student
wants to showcase about his or her field education experiences. The Learning Portfolio
should be maintained continuously throughout the student’s enrollment in the program.
Performance Standards: A description of the objective manner by which attainment of
field education outcomes are demonstrated.
Practicum: A term used to describe the field education component of the program. It is
defined as a school or college course, especially one in a specialized field of study,
which is designed to give students, supervised practical application of previously
studied theory. It often is used synonymously with the term “field education.”
Seminar: An interactive, weekly meeting involving all field education students. The
seminar provides a forum for students to process their field experiences, integrate
classroom knowledge with practice, address professional issues, and further their
professional identity. Additional topics relevant to the students’ professional
development will be addressed also. Participation in seminars and timely completion of
all assignments is important in determination of the over-all grade assigned for field
education courses.
Stipend: A fixed, regular allowance given to a student as a grant-in-aid to assist with
educational expenses. The stipend must be paid as specified as long as the student
remains in good standing at the placement, the Field Education Program, the Social
Work Program, and the University. The stipend can not be contingent upon performing
specified duties or working specified hours for the sponsor’s convenience or advantage.
Course Objectives
Course objectives for both Foundation (Generalist) and Concentration (Advanced Generalist)
years are specified in the respective syllabus for each semester of each level.
FIELD ORGANIZATION - PERSONNEL SELECTION CRITERIA,
ROLES, AND RESPONSIBILITIES
Selection of Practicum Sites
MSW Field Manual: 6
Placement sites must be with an established organization that provides, regulates, or establishes
policy for a social service function to a population at-risk, provides access to the service for
individuals without financial resources, and represents organizationally a set of values consistent
with those of the profession of social work. Every effort is made by the field faculty to recruit a
wide range of agencies, field instructors, and client populations served that reflect the diversity of
the community.
Suggestions for the development of specific placement sites may be initiated by interested
agencies, University of Alaska Anchorage faculty, students, advisory committees, or other
interested parties. Suggestions of placement sites should be addressed to the MSW Field
Education Coordinators who will determine if the organization is interested and meets CSWE
criteria. Organizations or agencies interested in hosting MSW social work students may be
requested to submit an Organization Profile (see Appendix A: Forms) as the initial step in the
process. Agencies must meet the following criteria to be considered as a field placement site:
1. willingness by the agency to commit itself to assist the UAA Social Work Program to
meet its goals and objectives for professional social work education;
2. commitment of necessary staff time and resources to support, supervise, and evaluate
students placed at the agency;
3. a philosophy of service that is congruent with social work values and ethics;
4. provision of work space, equipment, and resources necessary for performance of tasks
assigned to the student;
5. willingness and ability to assist the university in providing appropriate and diverse
learning opportunities for students;
6. identification of a staff member meeting CSWE requirements to serve as field instructor
or willingness to enter into an agreement with a social worker meeting those
requirements to serve as field instructor;
7. identification of a staff member to serve as agency representative when the field
instructor is not designated to represent the agency or an agency has multiple field
instructors;
8. willingness to expose and involve the student in all agency functions relevant to
functioning in their placement including unit staff meetings and case conferences;
9. acceptance of students without discrimination related to race, ethnicity, age, gender,
sexual orientation, religion, physical disability or political belief except where such
discrimination is permitted for employment under Federal statutes governing the
facility;
10. adequate agency staff resources exist to develop and operate the agency program
without dependence upon students except if all the following conditions are satisfied:
(a) the student’s role in the development of the project is negotiated in advance; (b) the
proposal represents a unique learning opportunity for the student; and (c) the student is
not used in lieu of paid staff or compensated in any way for the work; and
11. timely and accurate submission by the organization and staff involved in the proposed
placement of required information necessary to determine if CSWE requirements are
met.
MSW Field Manual: 7
Selection Criteria for Field Instructors
In order to serve as a field instructor for the social work MSW program, the interested social
worker must submit a Field Instructor Application (See Appendix A: Forms).
The social work field instructor must meet the following qualifications:
1. Possess MSW degree from a CSWE accredited school of social work;
2. Have a minimum of two years of post-degree professional social work experience; and
3. Demonstrate commitment to professional ethics and values including no history of ethical
violations in his/her career.
4. Be in one of the following roles:
a. an employee of the field work agency who meets CSWE standards;
b. a social worker meeting CSWE standards who is not an employee of the agency, but
is willing to serve as field instructor and enters into an agreement with the
placement agency; or
c. a UAA faculty member or employee meeting CSWE standards who enters into an
agreement with the placement agency to serve as field instructor when the agency
does not have a person meeting CSWE standards available.
5. Understand the goals and objectives of social work education and demonstrate
commitment and capability to take on the role of social work educator and mentor.
6. Submit necessary documentation to the social work program to demonstrate competency
and preparedness for the role of field instructor.
7. Have adequate time available to provide supervision for the student(s) and participate in
university provided orientation and training. A minimum of one hour per week
individual supervision is required in addition to time needed to meet with the faculty
liaison and to evaluate the student’s performance.
8. Understand the concepts of “generalist” and “advanced generalist” social work practice as
defined by the program.
FIELD EDUCATION ROLES, TASKS, AND RESPONSIBILITIES
Role of the School of Social Work
1. appoints Coordinators of Field Education and sufficient additional faculty to administer
and implement the MSW Field Education Program;
2. recruits a wide array of organizations and agencies representative of the types of work
settings students will be entering after leaving the program and the diversity of the
community served by the program as potential practicum sites;
MSW Field Manual: 8
3. assists in recruiting social workers meeting CSWE and program requirements to serve as
field instructors;
4. orients and trains field instructors;
5. screens and approves field placement sites;
6. screens and approves student placements;
7. establishes criteria and process for evaluation of student performance; and
8. establishes a mechanism for obtaining systematic feedback from the field instructors for
planning and improving the Field Education Program.
Role of the Faculty Liaison
1
1.
develops a positive working relationship with the student, the field instructor, the agency
representative, and others involved in the student’s field education experience by being
available on a reasonable basis, having a working knowledge of Social Work Program
policies and procedures, and understanding the expectations of the field site agency;
2.
serves as a representative of the Social Work Program with the field site agency and
personnel associated with the field education placement;
3.
coordinates the placement process at specific sites as requested by the MSW Field
Education Coordinators;
4.
assures implementation of Social Work Program and Field Education policies and
procedures in all aspects of the practicum learning experience by providing consultation
and necessary materials including course objectives;
5.
facilitates student’s professional growth in the field placement agency and assists any
party in managing difficulties which may arise in the placement;
6.
monitors and facilitates the student’s learning in the field education placement by
reviewing and approving the student’s learning contract, reviewing and providing
feedback on Learning Experience Narratives or alternative assignments; maintaining
regular contact with each site via site visits1; telephone, email; and participating in
student evaluation; and assisting with the evaluation of each site and instructor;
7.
participates in field education activities such as student and field instructor orientations,
placement fairs, and field instructor colloquia;
8.
facilitates the continuous quality improvement activities of the field education program
through participation in planning, training, and evaluation in collaboration with the
Coordinators of Field Education; and
9.
conducts seminars.
Site visits are made at minimum 3 times per placement for fall and spring consecutive placements and twice per
placement for block placement.
MSW Field Manual: 9
Role of the Field Instructor
1.
facilitates the student’s learning by establishing and maintaining positive working
relationships with the student, the faculty liaison, the agency representative, and others
involved in the practicum program;
2.
helps insure that the student meets practicum course requirements by developing a
working knowledge of the course objectives, procedures, requirements, and the
integration of the field placement experience in the total social work educational
program;
3.
promotes successful outcomes in the field placement through participation in the student
selection, orientation to the agency, development of learning objectives reflecting
program requirements and student career goals; evaluation; and timely and constructive
feedback to the student concerning the strengths and weaknesses of his or her
performance;
4.
maximizes the student’s professional growth and learning through participation in
learning activities designed to promote continuous expansion of the ability to apply social
work skills in progressively more challenging situations;
5.
assures that the student is able to implement social work values and ethics in all
professional interactions in the practicum setting through weekly supervision and by
example in his or her own professional conduct;
6.
facilitates student learning and achievement of objectives by being accessible to the
student at reasonable intervals (minimum of 1 hour/week); identifying and collaborating
with the agency representative and faculty liaison to resolve problems or disputes as early
as possible; and serving as champion for the student’s professional development; and
7.
promotes the continuous improvement of the Social Work Program and field practicum
course through participation in feedback activities designed to evaluate the program and
course.
Role of the Agency Representative
The positions of field instructor and agency representative often will be the same person;
however, a field placement agency may separate these roles when a person meeting CSWE
qualifications is not available, an agency has multiple student placements, or an agency elects to
separate the roles. The Agency Representative or designee will:
1.
represent the field placement agency in all interactions with the program;
2.
assure that the field placement enhances the development of a student’s professional
skills to work with diverse populations, vulnerable at-risk groups, and progressively more
challenging situations dealt with by the agency by assignment to programs and duties
maximizing experiential learning;
3.
help insure the student meets field education course requirements by developing a
working knowledge of the objectives, procedures, requirements, and integration of the
field placement experience in the total social work educational program;
4.
assure the agency supports the placement by provision of adequate working space and
other essential materials necessary to perform their assigned functions;
MSW Field Manual: 10
5.
promote the achievement of field education and student learning objectives by orienting
the student, field instructor (if necessary), and faculty liaison to the agency including its
service mission, expectations, values, priorities, and key personnel; and
6.
help insure the safety of the student in the placement by fully disclosing any known or
suspected risks at the field site during the pre-placement selection process and by
arranging for appropriate training to minimize risks.
Role of the Student
The student will:
1.
be responsible and assume initiative for his/her own learning;
2.
establish and maintain a positive working relationship with the field instructor, other staff
of the host organization, the faculty liaison, and the university;
3.
adhere to agency policies and procedures including confidentiality;
4.
prepare a written learning contract that at a minimum addresses the objectives of the field
education program and course;
5.
adhere to the terms of the written learning contract;
6.
meet all entrance requirements for the practicum prior to placement;
7.
satisfactorily complete all assignments for the field placement and practicum course by
established deadlines;
8.
notify the agency as early as possible whenever unable to be present as scheduled.
Providing notification as required will not relieve the student of his/her responsibility to
be punctual and reliable in the field setting or to complete the total number of hours
required;
9.
be cognizant of and adhere to the NASW Code of Ethics;
10.
complete the student practicum application and fully disclose any background
information that would affect placement or the ability to enter the field of social work
including but not limited to current substance abuse and dependence, criminal history,
history of treatment or services with potential placement agencies within the past five
years, significant personal problems or limitations of any type which would interfere or
require a special accommodation in the field placement;
11.
notify the field instructor, agency representative, or faculty liaison of potential problems
or conflicts in a timely manner to address these as proactively and constructively as
possible;
12.
attend and actively participate in the weekly practicum seminar;
13.
maintain an attitude and behavior which can be characterized as mature, adult, and
professional;
14.
submit MSW Field Education Time Sheet in timely, accurate fashion; and
15.
reduce personal risk of harm or injury by avoiding situations increasing risk and
following the agency’s policies and procedures for identifying and dealing with job site
MSW Field Manual: 11
hazards, violent clients, and other emergencies. Particular attention should be paid to
procedures related to violent clients in both office and home visit settings.
ORIENTATION AND TRAINING OF FIELD INSTRUCTORS
General
A person willing to assume the role of field instructor is accepting a crucial role in the
development and training of future professional social workers. To achieve that end and advance
the profession of Social Work, field instructors have a responsibility to understand the
educational objectives of the program and their role in assisting the student to attain them. The
Social Work Program has the responsibility to provide a comprehensive orientation in a manner
causing minimal disruption of the field instructor’s other professional obligations. The program
will accomplish this employing a variety of methods including group orientation, site visits,
provision of written materials, and telephone consultation. The faculty liaison and MSW Field
Education Coordinator are available for consultation as needed in addition to regularly scheduled
contacts.
Orientation for Field Instructors and Agency Representatives
New field instructors and new agency representatives must participate and complete a mandatory
field instructor orientation/training workshop or work with the MSW Field Education
Coordinator to find an alternative way to ensure critical information is communicated. The
workshop is designed to answer many common questions, introduce people to the faculty of the
School of Social Work and other supervisors, and prepare the supervisor for the supervisory role.
Additional training sessions may be held as need arises. Workshops typically include the
following topics:
 orientation to the MSW foundation and concentration year curricula and to field work
 orientation to generalist and advanced generalist social work practice as taught at
University of Alaska Anchorage
 introduction to teaching principles relevant to field instruction and to stages in the
learning process
 orientation to the field education course expectations
 orientation to expectations of the student regarding learning contracts and the writing of
objectives
 evaluation measures and criteria for evaluation
 problem solving
ELIGIBILITY CRITERIA AND PLACEMENT PROCESS
General Considerations
Student placement and approval of all student practicums is the responsibility of the MSW Field
Education Coordinators.
The program will attempt to match educational needs and student preferences with availability;
however, educational needs must take precedence. Criteria used for placement decisions include,
MSW Field Manual: 12
but are not limited to, the student’s prior experiences, educational needs, interests and career
objectives and learning opportunities within the agency, qualities and expectations of the
practicum instructor and organization, and a current affiliation agreement with the School of
Social Work or readiness to enter into one. Students are referred to agencies by the MSW Field
Education Coordinator for placement consideration. Assignment to an organization is made by
the Coordinator following the agency/student interview based on willingness of the agency and
student to work together and fit of the placement to the student’s educational needs.
In order to maximize diversity in learning, the program generally will avoid placing students with
prior field instructors, employers, or agencies in which they have previously worked or served as
a volunteer, intern or practicum student. Students are expected to accept referrals made by the
program and to represent themselves in the best possible manner during the placement process.
Refusal to accept a placement referral or placement offer without a reason acceptable to the
Coordinator of MSW Field Education may result in cessation of further placement referrals. The
program also may not make additional referrals of students who have been denied acceptance at
an agency for reasons reflecting on the student’s unprofessional performance. In addition,
students who have been denied acceptance at two or more agencies without good cause may not
be allowed to continue in the field education sequence until the student makes a plan, subject to
approval of the MSW Field Education Coordinator, to identify and correct the issues resulting in
denials. Failure to negotiate a placement in a timely manner may result in discontinuation from
the program.
The MSW Field Education Coordinator may approve or deny any placement based on
professional judgment as to whether the educational mission and objectives of the program will
be met.
Student Eligibility Criteria
To be eligible for and maintain good standing in the Field Education Program students must:
 be enrolled in the MSW Program
 have maintained at least a 3.0 grade point average
 maintain at least 3.0 in all Field Education Courses
 successfully complete all prerequisite courses for the semester in which the student is
enrolled or approval from the MSW Field Education Coordinator
 demonstrate a capacity to relate to others
 demonstrate a commitment to social work values and ethics
 demonstrate good communication skills
 submit all application materials in a complete and timely manner
Placement Process
The following steps will be followed in the order listed for all placements.
1.
The student submits the Field Education Application form for admission to the field
education program by the deadline. Incomplete admission packages and late applications
may result in placement delays, reduce chances for placement in a preferred situation, or
possibly result in no placement for the semester. The application requires the student to
MSW Field Manual: 13
disclose anything that may affect placements including, but not limited to, special needs
for accommodation, history with potential placement sites, motor vehicle violations other
than non-moving, occupational license revocation or surrender, registration as a sex
offender, named on Federal government debarment list, criminal history and present
substance abuse/dependence. This information will be used only for placement purposes.
2.
The School of Social Work reserves the right to refuse to place a student or continue a
placement when there is evidence that the student has engaged in activities or conduct
incompatible with the profession of Social Work or is substantially impaired in areas that
are essential to field education. The student will be notified in writing of the School’s
decision should this occur.
3.
All students entering Practicum are expected to attend the Practicum Placement
Orientation held in the Spring semester. Information about placements and field
education is provided to students attending. For the distance students, this Spring
orientation is conducted when the students come to Anchorage in January for their course
Intensive. A portion of time is made available from their course schedule to speak with
them about preparing for the upcoming year of practicum. The Orientation will:
 familiarize the student with the expectations of the practicum course
 provide an overview of practicum placement opportunities
 review the guidelines of the placement process
 discuss the pre-placement interview
4.
Students admitted to the MSW Program who will be enrolled in Practicum should
schedule a pre-placement interview with the MSW Field Education Coordinator. The
purposes of this interview are to:
 discuss placement opportunities
 discuss the type of placement that best meets the student’s educational needs
 address individual issues related to the placement including special
accommodations, proscriptions, etc.
5.
All placements are made by referral through the MSW Field Education Coordinator.
Students should not contact agencies without prior approval by the MSW Field
Education Coordinator. Agencies also are expected to adhere to this protocol to assure
equal opportunity for all students.
6.
After receiving a referral, the student schedules a placement interview. Placement sites
may require submission of a resume before scheduling the interview. The student will
bring the referral form to the agency for the interview. The interview should be viewed as
a mutual assessment process addressing some or all of the following:
 the student’s career goals
 the student’s expectations for a practicum
 the student’s strengths and weaknesses as pertinent to the placement
 the kinds of experiences the agency can offer relevant to the learning
expectations of the practicum course
 the agency’s expectations of the student
 the frequency and format for supervision
 work schedule
MSW Field Manual: 14

additional independent learning that will be required by the agency
7.
Following the interview, the student and the agency will return their respective referral
forms to the MSW Field Education Coordinator indicating the party’s interest in the
placement. The MSW Field Education Coordinator will notify the parties of the decision.
8.
Students may be required to submit to physical and background checks as a prerequisite
of acceptance by a placement organization. These may include TB tests, fingerprinting,
driving records, checking Federal debarment lists, immunization records, child and sexual
abuse registries, etc. Some agencies may refuse to accept the student based on findings, a
student’s refusal to agree to the check, or student’s failure to obtain immunization
required by agency policy.
9.
Accepted students will contact their field instructors to establish the date and time to
begin field placement activities. Starting dates may begin following the Fall Field
Instructor and Student Field Education Orientations.
10.
The Affiliation Agreement between the University and the agency must be signed before
the practicum placement can begin.
11.
The student should provide the field instructor with a copy of the course syllabus for that
semester on the first day of the placement.
12.
The student and the field instructor should begin developing the learning contract
immediately by establishing a work schedule as the first element of the contract.
TERMINATION OF FIELD PLACEMENT
Use of Problem Solving Techniques, Mediation, and Informal Processes
The School of Social Work strongly encourages parties involved in disputes, differences of
opinion, or otherwise feeling dissatisfied with a situation to address the issue using means such
as problem solving techniques, mediation, or other informal processes. Any party may utilize the
following formal procedures at any time; however, it is hoped that they will be employed only
when communication and good will between the parties appears to have broken down or one of
the parties is unwilling or unable to engage in a constructive problem resolution process.
Administrative Suspension
The MSW Field Education Coordinator may suspend a placement for the time necessary to
investigate and render a decision on a request to terminate a placement for cause initiated by a
student or an agency. While suspended, the student should not have any contact with the agency
except as necessary to avoid unnecessary disruption of services. This suspension is to protect the
interests and future working relationships of all parties. It should not be construed as either
supporting or refuting the validity of the reasons for the request for termination.
Student Initiated Termination
MSW Field Manual: 15
When a student accepts an assignment to a specific organization, the student is expected to fulfill
the agreement s/he has made with the organization. If a student becomes dissatisfied with the
placement, the following steps should be followed to address the concern(s) except if the matter
involves allegations of serious offenses by the field instructor or agency personnel such as sexual
harassment, threats and intimidation, or demands that the student commit an unlawful act. Any
serious allegation should be reported immediately to the MSW Field Education Coordinator who
shall review the allegations and take appropriate action to protect the parties involved. The
formal process for Student Initiated Termination is outlined below. A student who terminates a
placement without following this process shall receive a failing grade in the course.
1.
The student is to discuss his/her concerns with the field instructor and agency
representative (if applicable) in a constructive, focused manner in an attempt to resolve
the issue(s). Any party may invite the faculty liaison. A written summary of the meeting
should be prepared, signed, and distributed to the parties involved.
2.
If the student’s issues have not been resolved in a manner satisfactory to the student after
meeting with the field instructor and, if applicable, agency representative, the student may
request a meeting to address his or her concerns with the faculty liaison or MSW Field
Education Coordinator in the absence of the faculty liaison. The faculty liaison will
consider the matter and attempt to develop a plan with all the parties to continue the
placement. The plan should specify in writing who will do what by when. Copies will be
sent to all parties and the MSW Field Education Coordinator.
3.
If a mutually acceptable plan can not be developed or the matter still is not resolved to the
student’s satisfaction, s/he may request permission from the MSW Field Education
Coordinator to terminate the practicum placement. This request must be in writing and
contain a detailed statement of the facts and grounds for the request.
4.
The MSW Field Education Coordinator, in consultation with the faculty liaison, field
instructor, and, if applicable, agency representative, will review the request and notify the
student of the decision within 10 business days following receipt of the request. The timeline for the MSW Field Education Coordinator’s review and findings may be extended
under the following circumstances:
a. the complaint and student responses are received during the last three weeks of a
semester (including the exam week);
b. temporary disability of the MSW Field Education Coordinator;
c. temporary leave of absence by the MSW Field Education Coordinator; or
d. temporary unavailability of personnel with direct knowledge of the situation and
circumstances.
5.
The decision will be based on the severity and validity of the concerns raised by the
student, the likelihood that the placement can have a successful outcome, and the ability
of the student and placement to accommodate each other for the remainder of the
placement. Copies of the decision will be provided to the faculty liaison, the student’s
faculty advisor, the field instructor, the agency representative (if applicable), and the
student’s file.
MSW Field Manual: 16
6.
Students should be aware that termination of a practicum placement has serious
implications including the fact that an acceptable alternative placement may not be
available.
7.
If the decision is made to allow the student to terminate the placement, the faculty liaison
will meet with the student and the field instructor to develop a plan to end the student’s
agency responsibilities in a professional manner.
8.
If the student’s request to terminate the placement is denied, the faculty liaison will
consult with the affected parties and write a plan for continuing the placement. Copies
will be provided to the student, field instructor, agency representative (if applicable), the
MSW Field Education Coordinator, and the student’s file.
9.
When a student requested termination is approved, the MSW Field Education
Coordinator will make reasonable efforts to find an alternative placement able to meet the
student’s educational needs; however, an alternative placement may not be available or it
may be too late in the term to start a new placement. Alternative placements within the
agency will be considered before those external to the agency.
10.
If the placement is terminated and an alternative placement found, time spent in the first
practicum may or may not be transferred into the next placement. The MSW Field
Education Coordinator will determine how many of the hours performed in the
terminated placement will be credited toward satisfaction of field education hour
requirements. Time credited toward activities such as orientation to the agency,
introduction to agency specific procedures and practices, and other things not indicative
of continuous professional growth shall not be credited twice even though repetition may
be required by the new placement. Extension of the student’s practicum or repetition of
the course may be necessary in order to meet educational objectives.
Agency Initiated Termination
Agencies may initiate Termination proceedings for internal issues unrelated to the student (see
No Fault Termination below) or for cause attributable to the student’s performance. The
procedures for each follow.
No-Fault Agency Initiated Termination
A placement may be terminated due to circumstances beyond the agency’s control. These include
change in the availability of the field instructor or key agency personnel involved in the
placement, closure of a program, or major policy change affecting the placement. The field
agency is expected to notify the faculty liaison as early as possible when a placement must be
terminated. The faculty liaison and MSW Field Education Coordinator will make reasonable
efforts to locate another placement and to facilitate the student’s completion of the practicum
during the same semester. The hours accrued in the placement will be credited toward the total
clock hours required for the practicum when an acceptable plan is established to insure that the
educational objectives of the practicum are met. Additional hours and/or extension of the
student’s practicum may be necessary in order to meet educational objectives.
MSW Field Manual: 17
Agency Initiated Termination for Cause
If an agency has concerns about the performance, ethics, professionalism, or behavior of the
student that go beyond or have not responded to the usual supervisory process, the following
steps should be followed. Step “a” can be skipped when the matter involves an allegation of one
or more serious offenses by the student.
1.
The student and faculty liaison should be informed by the field instructor and/or key
agency personnel involved in the placement of concerns regarding the student’s behavior
or performance. Expectations regarding behavior change and the time frame for these
changes should be discussed. It is recommended that expectations for corrective action be
written with copies provided to the student, the field instructor, key agency personnel
involved, and the faculty liaison.
2.
If the student’s response to the corrective action plan is unsatisfactory or the agency seeks
termination of the placement based on one or more of the termination criteria below, the
field instructor, agency representative, or other agency designee should contact the MSW
Field Education Coordinator immediately and describe the reason(s) for the request.
3.
The field instructor, agency representative, or other agency designee will provide the
MSW Field Education Coordinator with a written statement specifying the grounds and
outlining the circumstances for the termination request within five business days after
contacting the MSW Field Education Coordinator. The student will be provided up to
five calendar days to respond to the statement. The student also may request an additional
five calendar days to respond. This request must be in writing to the MSW Field
Education Coordinator and received prior to the end of the initial five day student
response time.
4.
The MSW Field Education Coordinator, in consultation with the faculty liaison, will
review the statements of all parties, obtain further information as necessary, make
findings, and determine if there is a less severe resolution possible. The review and
findings will be completed by the end of the tenth business day after the deadline for
receiving the student’s response (including approved extensions). All parties will be
informed of the decision in writing.
The time-line for the MSW Field Education Coordinator’s review and findings may be
extended under the following circumstances:
a. the complaint and student responses are received during the last three weeks of a
semester (including the exam week);
b. temporary disability of the MSW Field Education Coordinator;
c. temporary leave of absence by the MSW Field Education Coordinator; or
d. temporary unavailability of personnel with direct knowledge of the situation and
circumstances.
The termination request including the agency statement, the student’s response, and the
findings of the MSW Field Education Coordinator will be placed in the student’s
academic file.
MSW Field Manual: 18
Students terminated for just cause shall receive a grade based on their performance
compared to the expectations for the entire semester; however, in no case will a grade
higher than “C” be granted. Resolution without termination does not necessarily imply
the student will merit a passing grade for the course.
5.
The MSW Field Education Coordinator will attempt to either replace the person in the
agency or find an alternate placement if it is found that the agency failed to provide the
student with procedural rights specified above, there was not clear and convincing
evidence substantiating the agency’s allegations, or that termination of the placement was
a more severe response than the offense merited. Time spent in the first practicum may or
may not be transferred into the next placement. The MSW Field Education Coordinator
will determine how many hours are to be credited from the previous placement based on
educational achievements during that placement. Additional hours and/or extension of the
student’s practicum may be necessary in order to meet educational objectives.
Where feasible, the faculty liaison will write a plan to continue or terminate the
placement in the most professional manner possible.
a. If the student is dissatisfied with the decision of the MSW Field Education
Coordinator, s/he may appeal the decision in the manner specified for appealing any
adverse decision by an academic school. Please refer to the UAA Catalog and the
MSW Student Handbook.
b. Students terminated from the field placement for cause also may be subject to
further action by the School of Social Work. The student should consult with his or
her advisor immediately concerning the Policies and Procedures governing the
possible imposition of additional sanctions.
Termination Criteria
Grounds for involuntary termination from the field placement and practicum course include, but
are not limited to, the following:
1.
2.
3.
4.
5.
6.
7.
8.
excessive absenteeism or tardiness;
repeated failure to provide reasonable notice of an absence from the field placement or
failure to appear as scheduled for three or more consecutive days without approval of the
field instructor and agency representative;
termination of a placement by the student without following prescribed procedure;
serious or repeated violations of the NASW Code of Ethics;
serious or repeated violations of the agency’s policies and procedures;
sustained low level of performance unresponsive to corrective action;
reporting to the practicum site under the influence of drugs or alcohol;
evidence of a personal behavior problem of the student manifesting itself in performance
in the practicum or one that is incompatible with the profession of Social Work such as
abusing a child, elder, or dependent person under his or her care; domestic violence
conviction; criminal acts; or current substance abuse or dependence;
MSW Field Manual: 19
9.
10.
11.
12.
13.
maintaining, after it has been addressed, a hostile, negative attitude incompatible with the
values of the profession of social work manifested in behavior toward clients, instructors,
peers, agency staff, or university personnel;
failure to maintain generally accepted professional boundaries and behavior in respect to
agency clients and staff;
any sexual relationship with an agency client;
failure to disclose critical background information in application forms, pre-placement
and placement interviews; and
failure to meet academic and behavioral standards specified in the university catalog and
student handbooks.
Student DROPS and WITHDRAWALS from Practicum Courses
Students should follow regular university procedures and requirements for dropping or
withdrawing from a practicum course. The student must meet with the faculty liaison if dropping
or withdrawing after a placement has been made to insure that the agency termination is done in
a professional manner. Students must return promptly to the host agency any keys, program
materials, equipment, or other items provided for the student’s use. Students should be aware that
School policy requires that they also drop or withdraw from any accompanying practice courses.
Any withdrawal will be reviewed and performance in the placement to the date of the withdrawal
will be considered if application for future field placements is made. Partial credit for hours
worked in the practicum placement will not be granted to students dropping or withdrawing from
the practicum course.
PLACEMENT OPTIONS AND EMPLOYMENT
Standard Placement
Students are required to complete a total of 1,020 hours of field work for the practicum course
exclusive of seminar hours. The standard way to fulfill the Practicum course requirement is by
consecutive placements completed during the fall and spring semesters. The courses for the two
semesters are continuous with the second semester building upon the first. Students remain in the
same placement site and seminar.
Students doing consecutive placements complete 480 hours of field instruction during the fall
and spring semesters of their foundation (first) year and 540 hours of field instruction during the
concentration (second) year.
Summer placements are not offered due to program constraints.
Block Placement
Students with the approval of the MSW Field Education Coordinator may complete a block
placement during the concentration year. A block placement is contingent on the program’s
ability to provide an equivalent experience and the ability of the student to meet all course
requirements. In addition, the student must have demonstrated good judgment, the ability to work
MSW Field Manual: 20
independently in a field setting, effective use of supervision, reliability in all aspects of the Field
Education program, adherence to university and agency policies and procedures, and adherence
to professional boundaries and ethics. Every placement must meet School and Council on Social
Work Education standards including acceptable supervision. A special fee to cover additional
costs associated with block placements may be charged to students at the discretion of the School
of Social Work.
Concurrent Coursework and Outside Employment
It is recommended that students do not engage in any employment outside of their agency field
practicum if they desire to make the most of their field instruction experience. When employment
is essential, it is recommended that work hours are part-time and is scheduled on the weekend. A
student’s work schedule must not conflict with the field schedule or the seminar class.
Employment at the practicum agency is not permitted. To avoid potential conflict of interest,
employed students must inform the MSW Field Work Coordinator when seeking admission to
the practicum program or at any time during the field placement that they accept an offer of
employment. Agencies are encouraged to offer stipends to students. See the MSW Field
Education Coordinator for further information. Maintaining the quality of the educational
experience and development of professional skills will be the highest priority in all situations.
Students who wish to engage in both outside employment and concurrent coursework will be
expected to maintain satisfactory performance in the practicum.
Paid Practica and Stipends
The School of Social Work seeks and encourages other organizations to support social work
education by developing stipends and scholarships for students enrolled in the program. For
stipends other than those provided through the School, arrangements for awarding such stipends
are negotiated between the organization offering the stipend and the School. Except for job
related expenses such as travel, per diem, etc., payments by the organization other than stipends
to practica students are not permitted.
Practicum Within the Student’s Place of Employment
The policies of the UAA School of Social Work prohibit graduate students from practicum
placements in agencies or organizations where the student is employed.
RULES AND EXPECTATIONS REGARDING PLACEMENT
Late Placement
Starting a practicum placement late does not relieve the student of any course requirements
including hours and learning assignments.
Work Schedules
The student is expected to schedule his/her practicum hours during the usual business hours of
the placement agency when the social work staff is present. Typically, these are weekdays. An
exception for unique educational opportunities (e.g., emergency service work) occurring
MSW Field Manual: 21
primarily outside of regular business hours may be approved by the faculty liaison when essential
to fulfilling part of the learning contract. Practicum schedules are expected to be consistent
across the entire term.
The MSW Field Education Coordinator is continually searching for placements that offer
weekend and evening hours which also meet the criteria for a well-supervised practicum.
Placements offering all evening and/or weekend hours are rare. Therefore the student needs to be
willing to work with the Practicum Coordinator to create a workable schedule for practicum.
In-service Education, Conferences, Workshops, and Other Special Activities
Students wishing to attend conferences, workshops, or special activities related to their career
and educational goals are encouraged to talk with their field instructor to see if field site hours
can be rescheduled when these activities conflict with their field education schedule. If the
educational experience is consistent with their learning contract and the course objectives, credit
for the hours spent in this training may be granted toward fulfillment of the practicum
requirements with the consent of both the field instructor and the faculty liaison. The maximum
number of hours that may be credited toward fulfillment of course requirements for these
educational and training activities is limited to 5% of the total time required for the year.
Supervision with the field instructor is exempt from this restriction as are case conferences, staff
meetings, and 20 hours of orientation time to the agency. Students may be required to engage in
educational activities outside of hours spent at the field site as needed to maximize the
educational and professional growth opportunities presented by the field placement.
Practicum Conflicts with Seminar Attendance
Practicum hours are not to be scheduled during practicum seminar hours.
Policy on “Incomplete” Grades
Students should submit a written request for an incomplete to the faculty liaison as soon as s/he
is aware that an extension is desired. Minimum acceptable notice is two weeks in advance of the
last day of classes except in the event of an emergency. If a student is enrolled in a concurrent
practicum sequence, all coursework for the first course must be completed with a satisfactory
grade before the student starts the next course in the sequence.
Students and agency representatives are advised that the malpractice insurance covering
practicum work is limited to the academic school term (fall, spring) in which the student is
enrolled in the course. Field placement activities beyond the fall/spring school term will require
documentation to the satisfaction of the University that these activities are covered by
malpractice insurance in an amount sufficient to protect the University.
Students should be aware that most School faculty contracts end shortly after the Spring term and
do not extend into the summer and that other critical components of the course, such as seminar,
are not offered during the summer. Therefore, extension of practicum hours into the summer will
be granted only in exceptional circumstances and only when field faculty are available,
malpractice insurance provided, and other components of the practicum course (e.g. seminar) are
able to be met.
MSW Field Manual: 22
SEMINAR
The seminar is an important component of the field education program. It provides opportunities
for students to demonstrate integration of academic work into actual practice. The seminar, and
narrative analysis, emphasizes critical written and oral communication skills in addition to
knowledge of the specific topics addressed. The seminar provides each student with an
opportunity to learn about the diverse groups served and services performed by social workers in
the community utilizing a group structure format and forum for students to discuss their
individual placements. In addition to the integrative function, the seminar provides students an
opportunity to share and learn from the experiences of their peers. Students may be asked to do
assignments for seminars, which will further enhance and challenge the student to demonstrate
s/he is integrating academic training with field practice.
The time spent in and doing assignments for the seminar is not counted toward meeting the onsite, practicum field education hours.
LEARNING EXPERIENCE NARRATIVE
Students are required to submit learning experience narratives describing their professional
activities at the field placement site. Also, entries must indicate the student’s processing of these
activities in regard to his or her personal values and expectations, the relationship (or lack
thereof) of the activity to the objectives in the learning contract, and how these activities
provided an opportunity for the student to integrate his or her knowledge of social work
including values and ethics, social policy, diversity evaluation, and practice.
The Learning Experience Narrative can be a primary vehicle by which the student documents his
or her ability to integrate knowledge, skills, and values from the didactic instruction received
through courses with actual practice. Since the narrative analyses are written to inform the
seminar instructor of the student’s progress in integrating knowledge, skills, and values, it is
recommended that the narrative analysis be written for and submitted to the seminar instructor
only.
If a field instructor wishes to incorporate the narrative into their supervisory process, the student
must be informed in advance of this expectation.
STUDENT, FIELD SITE, AND PROGRAM EVALUATIONS
Student Evaluations and Grades
General
Evaluation and feedback on the student’s performance should be continuous. The course syllabus
describes the times and content of the formal evaluations.
Grades
Field education courses are graded on a scale of A to F.
MSW Field Manual: 23
Initial/Mid and End Semester Evaluations
Initial/Mid-term and end-term assessments of student performance in the placement are
completed each semester. The initial/mid-term evaluation serves as a progress report on the
student’s performance. The Social Work Program establishes the content and structure of the
evaluations. Field instructors and students should review the end-term evaluation at the
beginning of the field placement. A copy of the evaluation is included in the appendices.
Students also perform a self-assessment at the end of each semester. These assessments should
be completed and discussed with the field instructor as part of the end-term evaluation process.
Copies of the self-assessment and field instructor’s evaluation are submitted to the faculty liaison
for placement in the student’s file.
Objectives of the Field Education Program
Objectives have been written for each course (semester) in the field education sequence (see
Appendix B: Resources). These objectives are cumulative with the objectives of one course
dependent on attainment of the objectives for prior course(s). The objectives specified for each
course must be included in the student’s Learning Contract for that semester unless the objective
is to be demonstrated in seminar.
Field Site Evaluation
Students will evaluate the placement site and the field instructor at the end of each field
placement on a standard form provided by the Social Work Program. The evaluation will include
the placement process; agency orientation; adequacy of supports provided including office space,
materials; attitudes and responsiveness of agency staff; contribution of placement to student’s
professional growth and career objectives; the frequency and quality of supervision received from
the field instructor; and modifications to the placement which could enhance the learning
experience for future students.
Field Education Program Evaluation
1.
Field Education Advisory Committee. Field faculty, students, field instructors and/or
agency representatives, and alumni are represented on the Field Education Committee and
provide feedback. The BSW and MSW Field Education Coordinators are ex officio
members of the committee as well. In addition, all field instructors and agency
representatives are requested to submit constructive criticism at any time to the MSW
Field Education Coordinator.
Committee functions include:
a. review and comment on the field education curriculum;
b. review and comment on the field education policies and procedures;
c. review and comment on the field evaluation criteria including evaluation of student
performance, curriculum effectiveness, and placement sites;
d. assist faculty in developing field instructor orientation and training;
e. help develop practicum resources statewide; and
MSW Field Manual: 24
f. assure that the program adequately prepares its students to work in Alaska and other
places with culturally and ethnically diverse populations by representing the special
needs of those populations to the program.
Dates for regularly scheduled meetings are established annually at the beginning of the
academic year and are published in the School calendar.
Interested students and field instructors are encouraged to apply to serve on this board by
submitting a letter of interest to the Chair, Field Education Advisory Committee.
2.
Students. The students evaluate the seminar, seminar faculty leader, and field education
program using the university’s course evaluation form for the seminar and a School form
for the field education program specific evaluation.
3.
Field Instructors. Field Instructors are asked to evaluate the placement process,
orientation, Manual, performance of the faculty liaison, the readiness of students to enter
field education at their respective level, the quality of the support provided by the
program, and recommendations for improving the quality of the program.
SYLLABUS
The practicum course syllabus describes the educational purpose and objectives for the course. It
also details major student assignments, requirements, timelines, and the grading process that will
be applicable. Students, field instructors, agency representatives, and faculty liaisons should
review the syllabus at the beginning of each semester.
Students are expected to provide field instructors and agency representatives with copies of the
course syllabus as soon as possible after the start of the semester. Field placement personnel
should contact the faculty liaison or seminar instructor if there are questions concerning any
aspect of the syllabus.
SAFETY AND RISK MANAGEMENT
General
Students should recognize that field placement, as any workplace, might involve exposure to
potential risks and hazards. In addition to documented risks from disgruntled employees and
clients, many agencies serve clients with histories of assaultive behavior or employ modes of
intervention such as home visits in which security may be significantly less than traditional office
based services. The agency representative should describe any known risks or potential
hazards to the student in advance. No student should knowingly expose himself or herself
to bodily injury or harm and no field instructor or agency representative should assign a
student to a function where such risk is present historically without special training specific
to the risk and taking all reasonable precautions a prudent social worker would take in the
situation. Exposure of students to known risks should be done only if there is no other way
to accomplish an educational objective. Students should be permitted to decline any
assignment exposing them to excessive risk without prejudice.
MSW Field Manual: 25
Students are expected to take reasonable precautions for their own safety. This includes parking
vehicles in safe areas, avoiding being the only person in an office after hours without adequate
security, avoiding being isolated with clients known to be violent, and leaving the site of a home
visit immediately on discovering that drugs or alcohol are in use.
Liability and Injury Insurance
It is a policy of the University of Alaska Anchorage, School of Social Work to provide
professional malpractice insurance for students. This insurance is contingent on students
operating within agency and university requirements for the practicum. It should be noted that
this insurance is limited to the academic school term (fall, spring) in which the student is enrolled
in the course. Further information on coverage can be secured from the University of Alaska
Anchorage, School of Social Work. Agencies requiring proof of insurance should contact the
School.
Students may also wish to determine if their field placement activities are covered by the liability
and worker’s compensation insurance of the placement organization.
Transporting Clients and Flying in Small Aircraft
Students may not transport clients in agency or personal vehicles. Any exception to this requires
a specific amendment to the Affiliation Agreement and approval by University Counsel.
From time to time it may be necessary to fly to remote villages in small aircraft to provide social
services. Given the inherent risks, field instructors or agency representatives should disclose in
advance whether this activity would be required of a student accepting the placement. If s/he
accepts the assignment, the student should be prepared for an emergency with adequate clothing,
survival gear, food, and water.
Job Site Risks and Hazards
Agency representatives are expected to fully disclose any known or suspected risks to the student
at the field site as part of the pre-placement selection process.
Students are expected to review and become familiar with the agency’s policies and procedures
for identifying and dealing with job site hazards, violent clients, and other emergencies.
Particular attention should be paid in procedures related to violent clients in both office and
home visit settings.
Students, agency representatives, and field instructors should assure that students are trained to
deal with potential risks of their placement as early as possible in the placement.
MSW Field Manual: 26
Bloodborne Pathogens
If the student is at risk of infection by bloodborne pathogens (e.g., HIV, Hepatitis B), s/he must
be provided training involving recognition of the risks and procedures to minimize risk of
infection. Students placed in residential facilities, hospitals, or agencies dealing with high-risk
populations should be particularly sensitive to this potential risk.
After education and training, the student may wish to consider immunization against Hepatitis B.
Immunization may be available at the agency, Municipality of Anchorage Department of Public
Health, or the UAA Health Center. The student should be prepared to pay for any part of the cost
not covered by his or her health insurance.
Tuberculosis
Given the increasing prevalence of TB, students anticipating placement in a setting serving client
populations with higher than normal risk for TB should be tested prior to starting the placement.
This is usually done by a simple skin test at low cost. Some agencies may require this testing.
DISABILITY ACCOMMODATION
Students with disabilities who need reasonable accommodations in practicum placements must
make these requests known in advance to the MSW Field Education Coordinator as well as UAA
Disability Support Services. UAA Disability Services will recommend appropriate
accommodations.
MSW Field Manual: 27
MSW Field Manual: 28
Appendix A: Forms
Organization Profile
Field Instructor Application
Affiliation Agreement
MSW Field Education Application – Foundation Year
MSW Field Education Application – Concentration Year/Advanced Placement
Agency Placement Decision Form
Student Placement Decision Form
Student Statement of Understanding
MSW Learning Contract Instructions
MSW Learning Contract Format
Field Education Time Sheet
MSW Field Education Site Visit Report
Professional Communications Rating Form
Field Instructor Evaluation of MSW Student’s Performance – Fall Semester
Field Instructor Evaluation of MSW Student’s Performance – Spring Semester
MSW Student Self-Assessment of Performance – Fall Semester
MSW Student Self-Assessment of Performance – Spring Semester
Mid-Semester Report
Agency Evaluation of MSW Field Education Program
MSW Student Evaluation of MSW Field Education Program
Agency Overview by MSW Student
MSW Field Manual Appendix A: 1
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Organization Profile
This form must be completed if your organization is interested in hosting a social work student.
This form can now be completed in Microsoft Word and submitted by email!
If this is a hard copy and you prefer a digital version, please email Jen Ireland.
Complete form and return to:
Or mail to:
[email protected]
Fax #: (907) 786-6912
Phone (907) 786-6910
UAA School of Social Work
Gordon Hartlieb Hall, #106
3211 Providence Drive
Anchorage, Alaska 99508
Agency:
Contact Person:
Title:
Phone:
Fax:
E-Mail:
Address:
Person completing this form, if not the contact person listed above:
Agency website address:
Check as Applicable:
YES, we are interested in hosting one or more social work field students next year.
NO, we will not be hosting a student next year. Please consider us again in future years.
Please indicate how your agency would be best categorized (check all that apply):
Aging Services
Advocacy
Care coordination
Residential
Protective Services
Child Welfare
Child protective
services
Family Wellness
Program Development
Policy Development
State govt. services
Municipal services
Other-Please Specify:
Mental Health
Community Based
Youth
Adult
Mental Health
In-Patient
Youth
Adult Acute Care
Substance Abuse
Out-Patient
Youth
Adult
Substance Abuse/
Residential treatment
Youth
Adult
Tribal services
Faith based services
Advocacy
Community organizing
Criminal Justice
Courts
Youth corrections
Institutional
Community based
Adult corrections
Institutional
Community based
Health Care
Preventative
Public health
Child/maternal health
Medical social work
Hospital social work
Education
Early Childhood
School based service
Housing
Shelters
Public Assistance
Disability services
Social Workers Available to Supervise Students: Please identify the social workers (BSW, MSW, DSW, PhD) employed
by your agency who are available and interested in providing supervision to social work practicum students placed in your
organization.
Name
Degree
Years Experience
2014-2015 Academic Year
A 01 org profile
Page 1 of 2
Organization Profile
Appendix A: Form #1
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
If no professional social workers are available, is your agency willing to sign an agreement with a volunteer professional
social worker outside your organization to supervise the student(s), in addition to on-site supervision provided by your staff?
YES
NO
Comments:
Learning Opportunities: Social work field education helps prepare the student for professional social work practice.
Describe the professional level learning opportunities your organization can offer a student learner. This would include a
description of each agency or program/service the student could be a part of, including a “job description” listing activities that
he or she would perform. Also identify the Field Instructor or Supervisor.
Requirements: Identify any established agency requirements or procedures required of field students. (Examples: use of a car,
work hours, mandatory staff meeting times, security/background/driving checks, expected knowledge/past experience, etc.)
Considerations: Identify any unique risks or factors a student might encounter during field education with your agency
(Examples: aggressive/assaultive clients, exposure to communicable diseases, travel in small aircraft, home visits in high risk
areas, etc.)
2014-2015 Academic Year
A 01 org profile
Page 2 of 2
Organization Profile
Appendix A: Form #1
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Agency Representative Application
Thank you for your interest in serving as an Agency Representative for the UAA School of Social Work. Please
complete this form and return it to our office by fax, email, or mail. If you have any questions regarding this
form, please feel free to call Jen Ireland at 786-6910 or email her at [email protected].
Name:
Practicum student:
Employer:
Agency address, including city and zip code:
Agency’s physical address:
Preferred mailing address, including city and zip code:
Work phone:
Fax:
Email:
Other contact information (optional):
Best times/method to reach you:
I give permission to the UAA School of Social Work to use photos of me or to list my
name on the school’s website, in the annual newsletter, in department printed
material that would reference my participation in the field education program,
and/or share my professional contact information. Accept _____ Deny _____
Signature___________________________________
2014-2015 Academic Year
A 02 AR App
Date_________________________
Page 1 of 1
Agency Representative Application
Appendix A: Form #2
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Agency Supervisor Application
Thank you for your interest in serving as an Agency Representative for the UAA School of Social Work.
Please complete this form and return it to our office by fax, email, or mail. If you have any questions
regarding this form, please feel free to call Jen Ireland at 786-6910 or email her at [email protected].
Name:
Practicum student:
Employer:
Agency address, including city and zip code:
Agency’s physical address:
Preferred mailing address, including city and zip code:
Work phone:
Fax:
Email:
Other contact information (optional):
Best times/method to reach you:
I give permission to the UAA School of Social Work to use photos of me or to list my
name on the school’s website, in the annual newsletter, in department printed
material that would reference my participation in the field education program,
and/or share my professional contact information. Accept _____ Deny _____
Signature___________________________________
2014-2015 Academic Year
A 03 AS App
Date_________________________
Page 1 of 1
Agency Supervisor Application
Appendix A: Form #3
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Field Instructor Application
Thank you for your interest in serving as an Agency Representative for the UAA School of Social Work. The
Council on Social Work Education (CSWE) requires us to have a current resume and signature on file for any
individual working with a student during their Field Education. Please complete this form, attach a current
resume, and return them to our office by fax, email, or in the provided postage paid addressed envelope. If
you have any questions regarding this form, please feel free to call Jen Ireland at 786-6910 or email her at
[email protected].
Name:
Practicum student name:
Employer:
Agency address, including city and zip code:
Agency’s physical address:
Preferred mailing address, including city and zip code:
Work phone:
Fax:
Email:
Other contact information (optional):
Best times/method to reach you:
If not indicated on attached resume please list when and where you attended school and the degrees
earned:
Please note the number of years that you have been working as a social worker:
In signing this Field Instructor Application, I acknowledge that I am able to provide
each student intern with at least one hour individual supervision each week during
the semester. In addition, I attest that I have no history of, or charges pending before
any state licensing board, violations of the NASW Code of Ethics nor have been
convicted of, or have charges pending, a felony or misdemeanor criminal violation
other than a moving violation of the motor vehicle code.
Signature____________________________________
Date _________________________
I give permission to the UAA School of Social Work to use photos of me or to list my
name on the school’s website, in the annual newsletter, in department printed
material that would reference my participation in the field education program,
and/or share my professional contact information. Accept _____ Deny _____
Signature___________________________________
2014-2015 Academic Year
A 04 FI App
Date_________________________
Page 1 of 1
Field Instructor Application
Appendix A: Form #4
AFFILIATION AGREEMENT
SCHOOL OF SOCIAL WORK
UNIVERSITY OF ALASKA ANCHORAGE
______________________________________ (hereinafter the
Affiliate) agrees to permit the University of Alaska Anchorage (hereinafter UAA) to place
students properly enrolled in UAA’s School of Social Work Field Education Program in its
facility for a practicum experience subject to the following provisions:
[Agency/Organization
A.
Name]
UAA RESPONSIBILITIES
1. UAA will conduct its program in conformity with all applicable state and federal laws
and regulations and in keeping with the National Association of Social Workers’
Code of Ethics for the social work profession.
2. UAA will establish field education sites and coordinate the process of placing,
monitoring, and evaluating students accepted into its Field Education Program.
3. UAA will ensure that the Affiliate is provided adequate opportunity to interview and
determine the appropriateness of interested students before any student is assigned to
the Affiliate.
4. UAA will orient field education students and personnel who serve in the capacity of
field instructors and agency representatives to field education requirements, policies,
and procedures prior to the beginning of any student field work.
5. UAA will require social work students and field instructors to abide by all applicable
state and federal laws and regulations, by the National Association of Social
Workers’ Code of Ethics, and by the rules of conduct and dress and other reasonable
regulations of the Affiliate, including Affiliate policies, practices, and procedures
related to confidentiality and client rights.
6. Upon Affiliate request, UAA will cooperate with Affiliate in informing students of
any need to procure and/or show proof of prior experience, professional liability
insurance, immunizations, and/or background check information.
7. UAA will designate a faculty representative of the School of Social Work to serve as
a Faculty Liaison between UAA and the Affiliate, reviewing each student’s progress
toward accomplishing course objectives and soliciting the assistance of the Affiliate
in evaluating each student’s progress. UAA will require Faculty Liaisons to make a
minimum of one site visit to the Affiliate each semester.
8. UAA will give a reasonable degree of care to the supplies, equipment, program
materials, and other property owned by the Affiliate and used by field education
students.
Page 1 of 4
9. UAA will provide malpractice insurance for the field education student for the
academic year of field education course enrollment. Field education students are
responsible for their own medical expenses.
B.
AFFILIATE RESPONSIBILITIES
1. Affiliate will accept student(s) for placement recognizing the need for 224 - 300
hours per semester, depending on the academic level of the student and will provide
learning opportunities essential to satisfying the goals and objectives established by
the UAA Field Education Program as communicated to the Affiliate in the UAA
orientation.
2. Affiliate will designate a member of the Affiliate staff to be known as the Agency
Representative or Supervisor to represent the Affiliate in its dealing with UAA and its
students.
3. Family Educational Rights and Privacy Act. Personally identifiable information from
students’ education records, including background check information, shall be
disclosed only in accordance with the Family Educational Rights and Privacy Act
(FERPA). Affiliate and its officers, employees and agents may use information from
education records only for the purposes for which the disclosure was made. Affiliate
shall not disclose information from education records to any other party without first
having received written consent of the student and having obtained assurances that
the other party will fully comply with the provisions of the Family Educational Rights
and Privacy Act and that no further disclosure by such party shall be permitted.
Educational records will be labeled as such when School provides them to Affiliate.
4. Affiliate will designate a member of its staff or enter into an agreement with a person
who meets criteria established for a Field Instructor by the Council on Social Work
Education and who is acceptable to UAA to provide supervision of the student’s
learning activities in the practicum.
5. Affiliate will agree that Affiliate staff that work with field education students become
familiar with and adhere to the policies, procedures, roles, and responsibilities as
outlined in the UAA Orientation and as applicable to the academic level of the
student assigned to the Affiliate.
6. Affiliate will retain all authority regarding all services to clients and other consumers
of Affiliate services.
7. Affiliate will provide reasonable opportunity for the Faculty Liaison to become
oriented to the Affiliate as necessary to facilitate coordination between UAA and the
Affiliate regarding the student’s educational experiences.
Page 2 of 4
8. Affiliate will provide Affiliate orientation as well as adequate supervision and
operational support for the student in the performance of duties as spelled out in the
student’s written Learning Contract.
9. Affiliate will provide release time necessary for the Field Instructor, if employed by
the Affiliate, to offer the student a minimum of one hour per week of supervision.
10. Affiliate will provide reasonable and adequate support for the student during the
placement, including, but not limited to, a work space, use of a telephone as required,
writing materials and other office supplies necessary for Affiliate report writing and
activity documentation. The Affiliate is not responsible for housing, transportation to
the placement site, or usual living costs for the student.
C.
11.
Affiliate will prohibit the student from transporting clients.
12.
Affiliate will participate in the student and placement evaluation process as required
by UAA.
13.
Student will not be considered an employee of Affiliate, and Affiliate agrees:
a.
To not promise any student a job prior to the completion of the work-based
learning experience.
b.
To not pay wages or other compensation for work done during the work-based
learning experience.
c.
To not displace any employee as a result of the placement of a student at the
worksite.
d.
To maintain adequate staff so that students are not expected, except in
emergency situations, to meet Affiliate’s service demands.
GENERAL PROVISIONS
1. There will be no monetary reimbursement from either party to the other for the
mutual benefits received under this agreement, nor will any student be reimbursed for
services performed incidental to this agreement.
2. This agreement shall become effective on the date it is signed and shall remain in
effect for a period of three (3) years from that date.
3. This agreement may be terminated by either party by providing written notice to the
other party at least 30 days prior to the date of proposed termination.
Page 3 of 4
The parties, by and through their duly authorized representative, indicate their willingness to be
bound by the foregoing provisions by affixing their respective signatures below:
Affiliate
University of Alaska, Anchorage, Alaska
Signature
Signature
Sandra Culver
Name
Name
Associate Vice Chancellor, Financial
Services
University of Alaska Anchorage
Title
Title
Date
Agency
Page 4 of 4
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
MSW Field Education Application
Foundation Year
Complete form and return to:
Or mail to:
[email protected]
Fax #: (907) 786-6912
Phone (907) 786-6910
UAA School of Social Work
Gordon Hartlieb Hall, #106
3211 Providence Drive
Anchorage, Alaska 99508
Please note that Page 6 must be signed by hand for this application to be processed.
Date:
Name:
UAA ID #:
Full Address:
Telephone:
Home:
Office:
Other:
(UAA) E-mail:
Best Time of Day / Means to Reach You:
Prior Field Placement Experience: (if applicable) Indicate Site & Year
BSW:
Did you have an off-site field instructor?
Yes
No
Other (e.g. Human Services)
Please Rank Your Interest in the Following Learning Experiences: Check All That Apply – “X” the dark
boxes
Clinical Field Placement:
Individual
Families
Group
Community
Children (Birth to 12)
Adolescents
Adults
Elders
Macro Field Placement:
Administrative
Program Planning
2014-2015 Academic Year
A 06 Stdt Field App 1 - plain
Community Organizing &
Development
Research & Evaluation
Page 1 of 6
Advocacy
Policy
Development
MSW Field App / Foundation Yr
Appendix A / Form #6
Identify Types of Settings and/or Client Groups You are Interested in Learning About and Why
You are Interested in Each of These Settings/ Client Groups:
1.
2.
3.
4.
5.
List Relevant Employment/Volunteer Experiences You Have Had in the Past 10 Years:
Please Include the Agency, Title/Role, Dates & Extent of Services and Areas of Involvement
1.
2.
3.
4.
5.
C h e c k H e r e i f R es um e o r A d d i t i o nal I nf o rm a t i o n i s At t a c he d
Potential Conflict of Interest: Please identify any agency that you have an existing or prior
relationship with as an employee, volunteer, or client in the past 5 years.
What are Your Expectations from a Field Placement?
2014-2015 Academic Year
A 06 Stdt Field App 1 - plain
Page 2 of 6
MSW Field App / Foundation Yr
Appendix A / Form #6
Identify 3 – 5 Strengths, Resources or Experiences You Bring to Your Field Experience:
1.
2.
3.
4.
5.
Describe Previous Experiences With Supervision (Work Or Placement): If you have not had
experience with supervision what type would you be looking for?
 What was effective (worked or you liked) about the experiences?
 What was not effective (did not work or you didn’t like) about the experiences?
 What level of structure or guidance do you need from your supervisor?
Identify Situations or Client Groups that might Create a Value Conflict or Cause You to Lose
Your Professional Objectivity:
2014-2015 Academic Year
A 06 Stdt Field App 1 - plain
Page 3 of 6
MSW Field App / Foundation Yr
Appendix A / Form #6
Factors In Considering A Field Placement:
Rank Order Your Top 5 Considerations– MARK the dark boxes
Learning Opportunities Available
Expertise of the Field Instructor
Area of Practice/Specialty Offered
Client Population(s) Served
Philosophy of Agency
Degree of Challenge in Learning
Interaction with other Disciplines
Hours/Schedule Available
Nature of Social Work Role in Agency
Potential for Employment
Continued next page
2014-2015 Academic Year
A 06 Stdt Field App 1 - plain
Page 4 of 6
MSW Field App / Foundation Yr
Appendix A / Form #6
AREAS FOR CONSIDERATION IN SELECTING A FIELD PLACEMENT
In identifying the best learning opportunity and setting for your field placement, indicate here any
preferences you may have. Remember, choosing a selection does not guarantee it will be available.
Please Check All That Apply
Field Instructor & Supervision Setting:
On-Site Field Instructor
Off-Site Field Instructor
Group Supervision
Agency Characteristics:
Public
Small Community Agency
Non-Profit
Private
Large Organization (25+ Employees)
Interdisciplinary Team Involvement:
Very Important
Somewhat Important
Not Important
Work Setting:
Prefer Own Desk/Work Area
Willing to Share Work Space
Transportation & Travel:
Have a Valid Driver’s License
Willing to Make Home Visits
Set Hours
Flexible
Have Access to a Vehicle Daily
Willing to Travel Beyond Agency, As Needed
Available Evenings/Weekends
Identify On The Continuum Your Ideal Working Environment: (X Marks the Spot!)
Independent Work ◄
► Collaboration
Structured Activity ◄
► Flexibility
Predictability ◄
► Always Changing
(Limited) Client Contact ◄
► (Daily) Client Cont.
Steady Pace ◄
► Ever Changing Pace
One Activity at a Time ◄
► Multiple Projects
Close Supervision ◄
► Self-Directed Activity
Accommodations Needed: (Such as Adaptive Technology, Health Concerns, Language)
2014-2015 Academic Year
A 06 Stdt Field App 1 - plain
Page 5 of 6
MSW Field App / Foundation Yr
Appendix A / Form #6
COMPLETION OF THESE QUESTIONS
and
YOUR SIGNATURE ARE REQUIRED FOR FIELD PLACEMENT
Note: Agencies may require a criminal background check and driver’s license verification.
Do You Anticipate Being Employed or Volunteering During the Next Academic Year?
NO
YES
If Yes, Where? # of Hours & Time(s) Per Week?
Criminal History: Have you ever been adjudicated or convicted of a violation of ANY local, state, federal,
Canadian, or international law (other than non-moving motor vehicle violations)?
NO
YES
If Yes, Please provide details.
Substance Abuse & Addiction: Are you presently excessively using alcohol, narcotics, barbiturates or any other
habit-forming drugs, or abusing prescription medications?
NO
YES
If Yes, Please provide details:
Driver’s License: Has your Driver’s License EVER been suspended or revoked at any time?
NO
YES
If Yes, Please provide details:
Professional License: Have you EVER had a professional license suspended or revoked?
NO
YES
If Yes, Please provide details:
Termination / Resignation: Have you EVER been formally disciplined and/or terminated from a position or resigned
in lieu of formal discipline including termination for behavior involving or affecting a client of the organization?
NO
YES
If Yes, Please provide details:
Federal Debarment: Are you listed on the Federal government debarment list?
NO
YES
If Yes, Please provide details:
Sex Offender Registration: Are you required to register as a sex offender in Alaska or any other jurisdiction?
NO
YES
If Yes, Please provide details:
CERTIFICATION and RELEASE OF INFORMATION:
I have read and do hereby certify that the information contained herein is correct and that I meet the eligibility
criteria for admission to field education.
Student Signature
Date
FERPA Release for Practicum
Student name: _______________________________________________ Student ID number: ____________________
I give permission for the University of Alaska to release my educational records, including my criminal background
check, immunization records, first aid/CPR certification and any other personally identifiable information to any facility
where I may participate or am participating in a practicum course.
The purpose of this release is to convey information relative to my participation in practicum course(s).
I understand that under the Family Education and Privacy Rights Act, 20 USC 1232g I have the right not to consent to
the release of my education records. This consent shall remain in effect until revoked by me, in writing, and delivered to
the UAA School of Social Work, but any such revocation shall not affect disclosures made prior to receipt of my written
consent.
Student Signature
2014-2015 Academic Year
A 06 Stdt Field App 1 - plain
Date
Page 6 of 6
MSW Field App / Foundation Yr
Appendix A / Form #6
Page 1 of 6
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
MSW Field Education Application
Concentration Year/Advanced Placement
Complete form and return to:
Or mail to:
[email protected]
Fax #: (907) 786-6912
Phone (907) 786-6910
UAA School of Social Work
Gordon Hartlieb Hall, #106
3211 Providence Drive
Anchorage, Alaska 99508
Please note that Page 6 must be signed by hand for this application to be processed.
Date:
Name:
Student ID:
Full Address:
Telephone:
Home:
Office:
Other:
(UAA) E-mail:
Best Time of Day / Means to Reach You:
MSW Program Standing: Check One
2nd Year / Concentration
Advanced Standing
Prior Field Placement Experience: Indicate Site & Year
BSW:
MSW:
Did you have an off-site field instructor?
Yes
No
Please Rank Your Interest in the Following Learning Experiences: Check All That Apply
Clinical Field Placement:
Individual
Families
Group
Community
Children (Birth to 12)
Adolescents
Adults
Elders
Macro Field Placement:
Administrative
Community Organizing & Development
Advocacy
Program Planning
Research & Evaluation
Policy Development
2014-2015Academic Year
A 07 Stdt Field App2
MSW Field App / Concentration Yr
Appendix A / Form #7
Page 2 of 6
Block Field Placement Under special circumstances a block placement during the Spring semester of
the Concentration year may be approved. See MSW Field Manual.
YES
Identify Types of Settings and/or Client Groups You are Interested in Learning About and Why
You are Interested in Each of These Settings/Client Groups:
1.
2.
3.
4.
5.
List Relevant Employment/Volunteer Experiences You Have Had in the Past 10 Years:
Please Include the Agency, Title/Role, Dates & Extent of Services and Areas of Involvement
1.
2.
3.
4.
5.
Check Here if Resume or Additional Information is Attached
Potential Conflict of Interest: Please identify any agency that you have an existing or prior
relationship with as an employee, volunteer, or client in the past 5 years.
What are Your Expectations from a Field Placement?
2014-2015Academic Year
A 07 Stdt Field App2
MSW Field App / Concentration Yr
Appendix A / Form #7
Page 3 of 6
From the Self-Assessment of Last Year’s Placement (or previous placements/work experience)
what are Some Skill and Knowledge Areas You Feel Need to be Addressed in this Year’s
Placement?
Identify 3 – 5 Strengths, Resources, or Experiences You Bring to Your Field Experience:
1.
2.
3.
4.
5.
What Contributed to Positive AND Negative Aspects of Previous Placements? Please Explain:
Describe Previous Experiences with Supervision (Work and/or Placements):
 What was effective (worked or you liked) about the experiences?
 What was not effective (did not work or you didn’t like) about the experiences?
 What level of structure or guidance do you need from your supervisor?
2014-2015Academic Year
A 07 Stdt Field App2
MSW Field App / Concentration Yr
Appendix A / Form #7
Page 4 of 6
Identify 3 – 5 Insights You Have Gained About Yourself in Your Supervision Experience:
1.
2.
3.
4.
5.
Identify Situations or Client Groups That Might Create a Value Conflict or Cause You to Lose
Your Professional Objectivity:
Factors In Considering A Field Placement:
Rank Order Your Top 5 Considerations MARK the dark boxes
Learning Opportunities Available
Expertise of the Field Instructor
Area of Practice/Specialty Offered
Client Population(s) Served
Philosophy of Agency
Degree of Challenge in Learning
Interaction with other Disciplines
Hours/Schedule Available
Nature of Social Work Role in Agency
Potential for Employment
2014-2015Academic Year
A 07 Stdt Field App2
MSW Field App / Concentration Yr
Appendix A / Form #7
Page 5 of 6
AREAS FOR CONSIDERATION IN SELECTING A FIELD PLACEMENT
In identifying the best learning opportunity and setting for your field placement, indicate here any
preferences you may have. Remember, choosing a selection does not guarantee it will be available.
Please Check All That Apply
Field Instructor & Supervision Setting:
On-Site Field Instructor
Off-Site Field Instructor
Group Supervision
Agency Characteristics:
Public
Private
Small Community Agency
Large Organization (25+ Employees)
Non-Profit
Interdisciplinary Team Involvement:
Very Important
Somewhat Important
Not Important
Work Setting:
Prefer Own Desk/Work Area
Willing to Share Work Space
Transportation & Travel:
Have a Valid Driver’s License
Willing to Make Home Visits
Have Access to a Vehicle Daily
Willing to Travel Beyond Agency, As Needed
Placement Schedule:
Set Hours
Flexible
Available Evenings/Weekends
Identify On The Continuum Your Ideal Working Environment: (X Marks the Spot!)
Independent Work ◄
► Collaboration
Structured Activity ◄
► Flexibility
Predictability ◄
► Always Changing
(Limited) Client Contact ◄
► (Daily) Client Cont.
Steady Pace ◄
► Ever Changing Pace
One Activity at a Time ◄
► Multiple Projects
Close Supervision ◄
► Self-Directed Activity
Accommodations Needed: (Such as Adaptive Technology, Health Concerns, Language)
2014-2015Academic Year
A 07 Stdt Field App2
MSW Field App / Concentration Yr
Appendix A / Form #7
Page 6 of 6
COMPLETION OF THESE QUESTIONS
and
YOUR SIGNATURE ARE REQUIRED FOR FIELD PLACEMENT
Note: Agencies may require a criminal background check and driver’s license verification.
Do You Anticipate Being Employed or Volunteering During the Next Academic Year?
NO
YES
If Yes, Where? # of Hours & Time(s) Per Week?
Criminal History: Have you ever been adjudicated or convicted of a violation of ANY local, state, federal,
Canadian, or international law (other than non-moving motor vehicle violations)?
NO
YES
If Yes, Please provide details.
Substance Abuse & Addiction: Are you presently excessively using alcohol, narcotics, barbiturates or any other
habit-forming drugs, or abusing prescription medications?
NO
YES
If Yes, Please provide details:
Driver’s License: Has your Driver’s License EVER been suspended or revoked at any time?
NO
YES
If Yes, Please provide details:
Professional License: Have you EVER had a professional license suspended or revoked?
NO
YES
If Yes, Please provide details:
Termination / Resignation: Have you EVER been formally disciplined and/or terminated from a position or resigned
in lieu of formal discipline including termination for behavior involving or affecting a client of the organization?
NO
YES
If Yes, Please provide details:
Federal Debarment: Are you listed on the Federal government debarment list?
NO
YES
If Yes, Please provide details:
Sex Offender Registration: Are you required to register as a sex offender in Alaska or any other jurisdiction?
NO
YES
If Yes, Please provide details:
CERTIFICATION and RELEASE OF INFORMATION:
I have read and do hereby certify that the information contained herein is correct and that I meet the eligibility criteria for
admission to field education.
Student Signature
Date
FERPA Release for Practicum
Student name: ________________________________________ Student ID number: ____________
I give permission for the University of Alaska to release my education records, including my criminal
background check, immunization records, first aid/CPR certification and any other personally
identifiable information to any facility where I may participate or am participating in a practicum course.
The purpose of this release is to convey information relative to my participation in practicum course(s).
I understand that under the Family Education and Privacy Act, 20 USC 1232g I have the right not to
consent to the release of my education records. This consent shall remain in effect until revoked, in
writing, and delivered to the UAA School of Social Work, but any such revocation shall not affect
disclosures made prior to receipt of my written revocation.
Student Signature
2014-2015Academic Year
A 07 Stdt Field App2
Date
MSW Field App / Concentration Yr
Appendix A / Form #7
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Agency Placement Decision Form
To Be Completed by the Agency at the Interview & Returned to the MSW Field Coordinator
Agency:
Agency contact name, phone, and email:
Student name:
Referral date:
MSW Field Education Coordinator Initials:
Areas Discussed in Interview:
Date of Interview:
Classroom background, prior field placements, volunteer and work experience
Career interests and professional goals
Learning needs of the student (strengths & weaknesses)
Agency-specific hours / days / meetings when the student would want to be present
Special agency requirements, as applicable
(certification, insurance coverage, prescreening requirements: immunizations, TB,
drug screening, background checks, finger printing, driver's license checks, etc)
Other (please specify)
Comments:
Decision:
Accepted for placement, pending confirmation from Field Education Coordinator
Eligible for Placement, pending agency decision & Coordinator approval
(For Agency Use Only:
Priority 1
Priority 2
Priority 3)
Not recommended for placement at this time
Request additional consultation with the Field Education Coordinator
Comments (optional): Factors influencing practicum placement decision
Signature of Field Instructor or Agency Representative: ___________________________________
Name:
Phone:
Date:
Please return to: MSW Field Education Coordinator, UAA School of Social Work Phone: (907) 7 8 6 - 6 9 0 9
Mail: 3211 Providence Drive, GHH #106, Anchorage, Alaska 99508
Fax: (907) 7 8 6 - 6 9 1 2
Email: [email protected]
2014-2015 Academic Year
A 08 Placement Dec Agency
Page 1 of 1
Agency Placement Decision Form
Appendix A: Forms #8
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Student Placement Decision Form
To Be Completed by the Student at the Interview & Returned to the MSW Field Coordinator
Agency:
Agency contact:
Agency contact email & phone number:
Student name:
Referral date:
MSW Field Education Coordinator Initials:
Areas Discussed in Interview:
Date of Interview:
Classroom background, prior field placements, volunteer and work experience
Career interests and professional goals
Learning needs of the student (strengths & weaknesses)
Agency-specific hours / days / meetings when the student would want to be present
Special agency requirements, as applicable
(certification, insurance coverage, prescreening requirements: immunizations, TB,
drug screening, background checks, finger printing, driver's license checks, etc)
Other (please specify)
Comments:
Decision:
Comments:
YES, Interested in practicum placement, pending agency confirmation
NO, Not interested in practicum placement at this time (See comments)
Request additional consultation with MSW Field Education Coordinator
Factors influencing practicum placement decision (Continue on another sheet, if needed)
Signature of Student: ________________________________________________________________
Name:
Phone:
Date:
Please return to: MSW Field Education Coordinator, UAA School of Social Work Phone: (907) 7 8 6 - 6 9 1 0
Mail: 3211 Providence Drive, GHH #106, Anchorage, Alaska 99508
2014-2015 Academic Year
A 09 Placement Dec Student
Page 1 of 1
Fax: (907) 7 8 6 - 6 9 1 2
Student Placement Decision Form
Appendix A: Forms #9
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Student Statement of Understanding
Prior to beginning field instruction, all students are expected to know the contents of the Social Work
Field Education Manual. Following participation in the Student Field Education Orientation, read and
sign the following:
I have read and understand the contents of the Master of Social Work Field Education Manual:
1.
Mission and Educational Purpose of the Social Work Program
2.
Placement options and the process for securing a field placement
3.
Rules and Expectations regarding Placement
4.
The integration of field with course work
5.
Required hours, time sheets, and attendance
6.
The evaluation and grading process
7.
The differences between first and second year field expectations and expected outcomes
8.
How to write a learning contract
9.
The roles and responsibilities of the Field Education Office, the Faculty Field Liaison, the Field
Instructor and Agency Supervisor
10. Special situations: problem solving difficult situations, criteria and procedures for termination
and/or change of practicum grievance procedures
11. NASW Code of Ethics
12. Risk management
Signature:___________________________________________Date:___________________
Print name:__________________________________________
You will be eligible for field instruction after this document is signed and returned to your Faculty
Liaison.
2014-2015 Academic Year
A 10 Stdnt Stmt Undrstdg
Page 1 of 1
Student Placement Decision Form
Appendix A: Forms #10
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
MSW Learning Contract Instructions
The Learning Contract is a written document outlining the terms and learning goals for the practicum.
It provides a means of looking at the accomplishments of the student and structuring the placement
experience.
The student has the primary responsibility for the development of a Learning Contract. The other
parties should be available to advise and assist.
The following items refer to specific parts of the Learning Contract.

2. “Semester/Term” refers to the academic periods that will be included in this contract. For
Example, Fall Semester 2014 or Spring Term 2015.

4. “Agency Representative” is an agency employee who will represent the agency in the field
placement process. The Agency Representative may be the Field Instructor in your agency.

5. “Title” refers to the position title of the Agency Representative in his or her agency. In some
agencies, the designated Agency Representative and Field Instructor are the same person. When
there is an Outside Field Instructor, an Agency Representative must be listed.

6. “Field Instructor.” If the Agency Representative and the Field Instructor are the same person,
write “Same.” An Outside Field Instructor would be identified here.

7. “Phone (F.I.)” refers to the daytime phone number of the Field Instructor.

8. “Faculty Liaison” is the name of the UAA faculty member who represents the program for this
placement. In most cases, this is your Seminar Instructor.

9. “Phone” refers to the daytime telephone number of the Faculty Liaison.

10. “Weekly Schedule for Practicum Hours” refers to your initial practicum schedule. Schedules
must be consistent with the criteria described in the MSW Field Education Manual. Schedules may
need to be changed as needed to further the educational objectives of the Program. Permanent
changes must be in writing and document the consent of all parties involved (Field Instructor,
Agency Representative, Faculty Liaison, and Student).

11. “Total Hours.” The total number of hours to be completed for the term of the Learning
Contract should be indicated in the appropriate space. The dates marking the beginning and end of
the term of the Learning Contract are to be indicated in the appropriate place. The term of the
Learning Contract may not begin earlier than the first day of the academic semester nor end later
than the last day of classes of the last semester covered by this Contract.
Hours may not be scheduled during university vacation weeks or during the period between
semesters without the prior consent of the Faculty Liaison. Normally consent will be granted only
when necessary for purposes of continuity of client care or extreme extenuating circumstances.
2014-2015 Academic Year
A 11 lc instr
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MSW Learning Contract Instructions
Appendix A: Forms #11
Please refer to the MSW Field Education Manual policy addressing eligible hours and activity
between terms.
The emphasis of the MSW practicum experience is learning by doing. Consequently, in-service
education activities cannot account for more than 5% of practicum hours. Weekly supervision with
the field instructor, agency orientation, as well as client and agency business oriented staff
meetings are not considered in-service education for the purposes of this Learning Contract.
Students are expected to engage in independent reading and other learning activities associated
with their work at the agency. These activities are not counted as part of the total practicum hours.
Please refer to the MSW Field Education Manual policy addressing eligible hours and activities.

12. “Supervisory Meetings.” The expectation and standard is for the student to receive a minimum
one hour of individual supervision by a qualified social worker each week. In the absence of the
Field Instructor, a qualified designee must be arranged. Under rare extenuating circumstances,
educationally equivalent alternatives to supervision will be considered and require approval by the
MSW Field Education Coordinator.

13. “Learning Goals and Objectives.” The overall goals, objectives, and the expected outcomes for
the practicum are specified in this section.
For the purposes of the Learning Contract, Goals may be considered significant professional
attributes which the student is striving toward, yet are not necessarily attainable during the periods
of the Learning Contract. For example, a goal might be “competency in the use of individual and
group therapies to change behavior.” This is a goal because it provides direction for the student’s
learning.
Objectives describe concrete, measurable steps related to reaching a particular goal. Objectives
must be stated in concrete terms which specify who is responsible, exactly
what is to be accomplished, by what time (when), and how the accomplishment of this objective
will be determined.
Every aspect of a stated objective must be “objective,” implying by definition the possibility that
another party could observe the activity and agree it was accomplished. If the parties include the
MSW student and field instructor, the manner in which the objective is defined and evaluated
should be clear, concrete, and understood by both parties. This minimizes or eliminates any
possibility the parties may disagree on whether the objective was accomplished. Subjective
judgments should be minimized, preferably eliminated, when writing objectives.
The student’s Learning Contract goals and objectives must address the required course outcomes.
The student is instructed to become familiar with the MSW Field Education Outcomes by Course
Sequence located in the MSW Field Education Manual Appendix. The MSW Field Orientation
and seminar time at the start of each term will be devoted to further discussion of the required
competencies and student performance standards.
The number of objectives included in the Learning Contract need to be sufficient to meet all the
goals of the practicum. The goals and objectives for the course are specified in the syllabus. It is
unlikely that you will be able to meet these if your learning contract contains fewer goals and
objectives. The exact number will depend on the student’s skill in writing goals and objectives.
2014-2015 Academic Year
A 11 lc instr
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MSW Learning Contract Instructions
Appendix A: Forms #11
The student is responsible for providing the Field Instructor with a copy of the current syllabus as
early after the start of the placement as possible.

14. “Terms and Conditions.” Any terms, conditions, understandings related to the student’s
practicum and learning should be specified in this section. Agencies may add terms and
conditions, as appropriate (e.g., “the student shall adhere to the agency’s code of conduct for
employees at all times s/he is involved with agency business”). All parties must be in agreement
with the terms and conditions stated, prior to signing the Learning Contract.

15. “Signatures.” The Learning Contract is not official or fully recognized until it is considered
acceptable and signed by each party. The date of the last signature determines the date the Learning
Contract is in effect.

16. “Distribution.” An original Learning Contract, signed (by all parties) must be given to the
faculty liaison to place in the student file. Additional copies should be given to the Field Instructor,
Agency Representative (if applicable), and placed in the Learning Portfolio. The student is
responsible for assuring the Learning Contract is completed, signed, and distributed.
2014-2015 Academic Year
A 11 lc instr
Page 3 of 3
MSW Learning Contract Instructions
Appendix A: Forms #11
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
MSW LEARNING CONTRACT FORMAT
1.
2.
3.
4.
5.
6.
7.
8.
Student’s Name:
Semester/Term:
Placement Agency Name:
Agency Representative (AR):
Title:
Field Instructor (FI):
Phone (F.I.):
Faculty Liaison:
9.
Phone:
10. Weekly Schedule for Practicum Hours:
11. Total Hours. This practicum involves a total of *
* hours to be completed between *
*
(specify date) and *
* (specify date). Practicum hours must be scheduled relatively evenly
each week throughout the academic term. No time should be scheduled during University holidays
or semester breaks unless approved in advance by the Faculty Liaison and/or MSW Field Education
Coordinator.
12. Supervisory Meetings. A weekly supervisory meeting between the student and the field instructor
will be scheduled each *
* (specify day) at *
* (specify time).
13. Learning Goals and Objectives:
Goal 1:
Objective 1.1:
 Specify who is responsible
 Specify what will be accomplished
 Indicators (how accomplishment will be documented/measured)
 Timeline (objective to be accomplished within what time period)
 Work Plan (include if not apparent from description of objective - it describes action steps
needed to accomplish objective)
Objective 1.2:
[follow same format as 1.1]
Goal 2:
Goal 3:
[follow same format for goal #1 and objectives directed toward it]
[follow same format for goal #1 and objectives directed toward it]
[Continue listing goals and objective in this format, as necessary…]
2014-2015 Academic Year
A 12 MSW lc form - plain
Page 1 of 2
MSW Student Learning Contract
Appendix A: Forms #10
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
14. Terms and Conditions.
a. No more than forty-eight (48) hours may be credited toward the MSW student’s total practicum
time before a draft of this Learning Contract has been submitted.
b. This Learning Contract may be revised with the consent of all parties. Revisions must be in
writing and signed by the Field Instructor, Agency Representative (if not Field Instructor),
Faculty Liaison, and student. An original is to be sent to School of Social Work in attention to
the MSW Field Work Coordinator, with a second original given to the field placement agency.
Copies for distribution are specified below.
c. The parties agree to adhere to the established policies and procedures of the MSW Field
Education Program. These are described in the MSW Field Education Manual. The MSW Field
Education Coordinator may be contacted for updates and to address any questions that arise
pertaining to policies and procedures related to the MSW practicum.
d. The student shall not be employed by the agency during the term of this Contract.
15. Signatures.
The parties acknowledge their understanding and consent to this Learning Contract with their
signatures below.
Student:
Field Instructor:
_______________________ _______
_______________________ _______
Signature
Signature
Date
UAA Faculty Liaison:
Date
Agency Representative (if not Field Instructor):
_______________________ _______
_______________________ _______
Signature
Signature
Date
Date
16. Distribution.
Originals ( 1 ) : Faculty Liaison for placement in UAA School of Social Work Student File
Copies ( 3 ) : Field Instructor, Agency Representative (if applicable), Learning Portfolio
2014-2015 Academic Year
A 12 MSW lc form - plain
Page 2 of 2
MSW Student Learning Contract
Appendix A: Forms #10
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Field Education Time Sheet
Name: *
Agency: *
Week of: *
Week # *
Practicum Hours This Week: *
Supervision Hour(s): *
Total Practicum Hours This Term: *
* Training This Week: *
* Training Hours This Term: *
*
Please record your schedule of activities and submit signed Time Sheets to your Faculty Liaison weekly.
KEEP A COPY FOR YOUR LEARNING PORTFOLIO.
Time
Monday
Tuesday
Wednesday
Thursday
Friday
Weekend
7 AM
8 AM
9 AM
10 AM
11 AM
12 PM
1 PM
2 PM
3 PM
4 PM
5 PM
Evening
Total Hours
I certify that the hours recorded above are true and accurate:
Student’s Signature: __________________________________________
Date: __________________
Agency Supervisor Signature: ___________________________________
Date: __________________
2014-2015 Academic Year
A 13 tmsht - plain
Page 1 of 1
Field Education Timesheet
Appendix A: Forms #13
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
MSW Field Education Site Visit Report
Student:
Student Present?
YES
NO
Field Instructor:
Faculty Liaison:
Agency Representative (if present):
Date:
Time:
Summary of Discussion (use back of page if necessary):
Signatures of participants:
Signature (Student)
Signature (Faculty Liaison)
Signature (Field Instructor)
Signature (Agency Representative, if applicable)
2014-2015 Academic Year
A 14 site visit - plain
Page 1 of 1
MSW Field Education Site Visit Report
Appendix A: Forms #14
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Professional Communications Rating Form
Instruction to Students: Place your name on the top line. Distribute sufficient forms to insure at least five will be returned.
Each respondent is to be given a stamped envelope addressed to your Faculty Liaison along with the form.
Instructions to Respondents: The UAA MSW Program appreciates your taking the time to complete this form. The
feedback you offer helps us evaluate the student’s communication skills. Your participation is voluntary. To complete this
Rating Form, please fill in the information requested in numbers 1 through 4, then sign the form and mail it directly to the
Faculty Liaison using the stamped, self-addressed envelope provided by the student. The Liaison may share the results of
your completed form with the student unless you check the Do Not Disclose box below.
1. Student’s Name:
2. Date:
3. Rater’s professional relationship to student (please check the one which is most descriptive):
Agency Staff Working Directly with Student
Client
Community Collaborator
Other (Please describe:)
Other Agency Staff
Board of Directors / Advisory Member
Volunteer
4. Rate each area of the MSW student’s functioning on the following performance scale.
The standard for judging should be the behavior of other professionals performing a similar role.
1 = None of the time
2 = Some of the time
3 = Most of the time
4 = All of the time










NB = No Basis For Rating/No Opportunity To Observe
Area of Functioning
Expresses thoughts with clarity and precision (not too
verbose)
Appears interested in what others have to say
Tolerates disagreement
Respectful toward all people
Encourages others to express opinions
Easy to talk with
Follows through on commitments
Acts and speaks in a professional manner
Non-judgmental
Thoughtfully considers what others are saying
5. This Rating Form
may or
1
2
3
4
NB
may not be disclosed to the student. (Please Specify One)
Signature of Person Completing Rating Form
Print/ Type Name
2014-2015 Academic Year
A 15 prof comm - plain
Page 1 of 1
Date Completed
Professional Communications Rating Form
Appendix A: Forms #15
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Field Instructor Evaluation of MSW Student’s Performance
Fall Semester,
(Year)
Student:
Date:
Practicum:
This form is available on the School of Social Work website or on a disk by request.
Instructions: Write a brief statement about the student’s performance in each of the areas below. Use as much space as
needed for each section, offering examples whenever possible to illustrate your comments. As necessary, write “NB” on
items that are not applicable to this practicum or on items pertaining to practice areas you have not had the opportunity to
observe. Once completed, this form is to be distributed to the student and Faculty Liaison for review in the week prior to the
End-of-Semester Site Visit. The student is instructed to submit their Self-Assessment to you and discuss it with you in
Supervision prior to the Site Visit. A signed original is placed in the student’s permanent file in the UAA School of Social
Work. If you have any questions, please contact your Faculty Liaison or the MSW Field Education Coordinator.
1. Please describe the student’s progress toward each objective in the Learning Contract.
2. Describe the nature and quality of the student’s interactions with others in the placement
(including clients, staff, supervisors, other agencies, community systems, etc.).
2014-2015 Academic Year
A 16 FI Eval FALL - plain
Page 1 of 3
Field Instructor Eval of MSW Student’s Perf - Fall
Appendix A: Forms #16
Field Instructor Eval of MSW Student’s Performance
Fall Semester 2014
3. Rate each area of the MSW student’s functioning on the following performance scale, citing
an example for each area listed.
1 = Unacceptable
2 = Needs Improvement
3 = Meets Expectations
4 = Above the norm for others in the field
5 = Outstanding
NB = No Basis For Rating/No Opportunity To Observe
NOTE: Please provide comments as to your rationale
for any rating ABOVE or BELOW 3.
Area of Functioning
 Takes initiative and responsibility for own learning.
Comment:
1
2
3
4
5
NB
 Effective in planning and organizing practicum responsibilities.
Comment:
 Demonstrates critical thinking and problem solving skills.
Comment:
 Works within purpose, structure, and constraints of agency.
Comment:
 Understands and follows directions to complete assignments.
Comment:
 Able to assess situations at multiple levels and determine intervention.
Comment:
 Demonstrates objectivity, able to recognize both sides of an issue.
Comment:
 Effective interviewing and communication skills, including ability to
recognize and interpret non-verbal communication accurately.
Comment:
 Able to identify, utilize and/or refer to community resources.
Comment:
 Documentation/writing is clear, concise, timely and at graduate level.
Comment:
 Offers suggestions for change in a responsible, objective manner.
Comment:
 Accepts and applies social work values, ethics, and principles.
Comment:
 Able to identify own strengths/weaknesses; responsive to feedback.
Comment:
 Ability to work with clients different from self.
Comment:
 Understands own limits, consistently acts within the role of an intern.
Comment:
2014-2015 Academic Year
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Field Instructor Eval of MSW Student’s Perf - Fall
Appendix A: Forms #16
Field Instructor Eval of MSW Student’s Performance
Fall Semester 2014
4. Please comment and give examples of the student’s ability to understand, apply, and integrate
feedback from informal staff consultation and formal supervision activities.
Additional comments:
Signatures:
Field Instructor’s Signature
Date
Agency Representative’s Signature (if not Field Instructor)
Date
Student’s Statement
My signature below indicates only that I have reviewed this assessment with my Field Instructor and does not
signify agreement or disagreement. I understand that I have the right to express my disagreements in a written
statement to be appended to this document, which will also be furnished to the Field Instructor, Agency
Representative, and Faculty Liaison.
Student’s Signature
Date
Distribution:
Original ( 1 ) : Faculty Liaison to place in the UAA School of Social Work Student File
Copies ( 3 ) : Field Instructor, Agency Representative (if applicable), and Learning Portfolio
2014-2015 Academic Year
A 16 FI Eval FALL - plain
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Field Instructor Eval of MSW Student’s Perf - Fall
Appendix A: Forms #16
Field Instructor Eval of MSW Student’s Performance
Spring Semester 2015
Field Instructor Evaluation of MSW Student’s Performance
Spring Semester,
(Year)
Student:
Date:
Practicum:
This form is available on the School of Social Work website or on a disk by request.
Instructions: Write a brief statement about the student’s performance in each of the areas below. Use as much space
as needed for each section, offering examples whenever possible to illustrate your comments. As necessary, write
“NB” on items that are not applicable to this practicum or on items pertaining to practice areas you have not had the
opportunity to observe. Once completed, this form is to be distributed to the student and Faculty Liaison for review
in the week prior to the End-of-Semester Site Visit. The student is instructed to submit their Self-Assessment to you
and discuss it with you in Supervision prior to the Site Visit. A signed original is placed in the student’s permanent
file in the UAA School of Social Work. If you have any questions, please contact your Faculty Liaison or the MSW
Field Education Coordinator.
1. Please describe the student’s progress toward each objective in the Learning Contract.
2. Describe areas of professional growth and development you have observed during the
practicum.
2014-2015 Academic Year
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Field Instructor Eval of MSW Student’s Perf- Spring
Appendix A: Forms #17
Field Instructor Eval of MSW Student’s Performance
Spring Semester 2015
3. Rate each area of the MSW student’s functioning on the following performance scale,
citing an example for each area listed.
1 = Unacceptable
2 = Needs Improvement
3 = Meets Expectations
4 = Above the norm for others in the field
5 = Outstanding
NB = No Basis For Rating/No Opportunity To Observe
NOTE: Please provide comments as to your rationale
for any rating ABOVE or BELOW 3.
Area of Functioning
 Takes initiative and responsibility for own learning.
Comment:
1
2
3
4
5
NB
 Effective in planning and organizing practicum responsibilities.
Comment:
 Demonstrates critical thinking and problem solving skills.
Comment:
 Works within purpose, structure, and constraints of agency.
Comment:
 Understands and follows directions to complete assignments.
Comment:
 Able to assess situations at multiple levels and determine intervention.
Comment:
 Demonstrates objectivity, able to recognize both sides of an issue.
Comment:
 Effective interviewing and communication skills, including ability to
recognize and interpret non-verbal communication accurately.
Comment:
 Able to identify, utilize and/or refer to community resources.
Comment:
 Documentation/writing is clear, concise, timely and at graduate level.
Comment:
 Offers suggestions for change in a responsible, objective manner.
Comment:
 Accepts and applies social work values, ethics, and principles.
Comment:
 Able to identify own strengths/weaknesses; responsive to feedback.
Comment:
 Understands own limits, consistently acts within the role of an intern.
Comment:
2014-2015 Academic Year
A 17 FI Eval Spring - plain
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Field Instructor Eval of MSW Student’s Perf- Spring
Appendix A: Forms #17
Field Instructor Eval of MSW Student’s Performance
Spring Semester 2015
Please comment and give examples of the student’s ability to understand, apply, and
integrate feedback from informal staff consultation and formal supervision activities.
4. In planning for the student’s continued learning and professional development, what do
you consider to be his/her greatest assets? Areas for further development? Suggestions?
5. Please comment on any area of the student’s performance in this practicum which could
have an effect on his/her future activities in the field of social work in general or at your
agency in particular.
Additional comments:
Signatures:
Field Instructor’s Signature
Date
Agency Representative’s Signature (if not Field Instructor)
Date
Student’s Statement
My signature below indicates only that I have reviewed this assessment with my Field Instructor and does
not signify agreement or disagreement. I understand that I have the right to express my disagreements in
a written statement to be appended to this document, which will also be furnished to the Field Instructor,
Agency Representative, and Faculty Liaison.
Student’s Signature
Date
Distribution:
Original ( 1 ) : Faculty Liaison to place in the UAA School of Social Work Student File
Copies ( 3 ) : Field Instructor, Agency Representative (if applicable), and Learning Portfolio
2014-2015 Academic Year
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Field Instructor Eval of MSW Student’s Perf- Spring
Appendix A: Forms #17
MSW Student Self-Assessment
Fall Semester 2014
MSW Student Self Assessment of Performance
Fall Semester,
(Year)
Student:
Date:
Practicum:
Instructions: The MSW Student’s Self Assessment of Performance is an evaluation narrative
completed by the student summarizing their practicum learning experiences and progress toward
attaining their learning goals and objectives. The strength of the evaluation directly reflects the time and
consideration the student contributes to this process. Students are encouraged to address each area of this
form, writing a brief statement and providing concrete examples whenever possible. Once completed, it
is distributed to the Field Instructor, Agency Representative and Faculty Liaison for their review in the
week prior to the End-Of-Semester Site Visit. A signed original is placed in the student’s permanent file
in the UAA School of Social Work.
1. List the Learning Contract objectives, describing your progress toward meeting each.
2. Identify any barriers or challenges, if any, you faced in accomplishing your objectives.
3. Comment on the nature and quality of your interactions with clients and other
professionals.
4. Discuss insights you have gained regarding your strengths and areas for growth as a
social worker.
5. What areas do you need to work on next semester or next year and how are you going
to do it?
2014-2015 Academic Year
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MSW Student Self-Assessment - Fall
Appendix A: Forms #18
MSW Student Self-Assessment
Fall Semester 2014
Additional comments:
Submitted by:
Student Signature
Date
Reviewed by:
Field Instructor Signature
Date
Agency Representative Signature (if applicable)
Date
Faculty Liaison Signature
Date
Distribution:
Original ( 1 ) : Faculty Liaison to place in the UAA School of Social Work Student File
Copies ( 3 ) : Field Instructor, Agency Representative (if applicable), Learning Portfolio
2014-2015 Academic Year
A 18 Stdt Self Assess - plain
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MSW Student Self-Assessment - Fall
Appendix A: Forms #18
MSW Student Self-Assessment
Spring Semester 2015
MSW Student Self Assessment of Performance
Spring Semester,
(Year)
Student:
Date:
Practicum:
Instructions: The MSW Student’s Self Assessment of Performance is an evaluation narrative
completed by the student summarizing their practicum learning experiences and progress toward
attaining their learning goals and objectives. The strength of the evaluation directly reflects the time and
consideration the student contributes to this process. Students are encouraged to address each area of this
form, writing a brief statement and providing concrete examples whenever possible. Once completed, it
is distributed to the Field Instructor, Agency Representative and Faculty Liaison for their review in the
week prior to the End-Of-Semester Site Visit. A signed original is placed in the student’s permanent file
in the UAA School of Social Work.
1. List the Learning Contract objectives, describing your progress toward meeting each.
2. Identify any barriers or challenges, if any, you faced in accomplishing your objectives.
3. Describe the knowledge, skills, and values you learned in your practicum, providing
examples.
4. Comment on the nature and quality of your interactions with clients and other
professionals.
5. Discuss insights you have gained regarding your strengths and areas for growth as a
social worker.
2014-2015 Academic Year
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MSW Student Self-Assessment - Spring
Appendix A: Forms #19
MSW Student Self-Assessment
Spring Semester 2015
6. What areas do you need to work on next semester or next year and how are you going
to do it? (Graduating students need not complete this question!)
Additional comments:
Submitted by:
Student Signature
Date
Reviewed by:
Field Instructor Signature
Date
Agency Representative Signature (if applicable)
Date
Faculty Liaison Signature
Date
Distribution:
O r i g i n a l ( 1 ) : Faculty Liaison to place in the UAA School of Social Work Student File
C o p i e s ( 3 ) : Field Instructor, Agency Representative (if applicable), Learning Portfolio
2014-2015 Academic Year
A 19 MSW Stdt Self Assess Spring - plain
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MSW Student Self-Assessment - Spring
Appendix A: Forms #19
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Mid-Semester Report
This report will be due mid-semester during both the Fall and Spring semesters. The goals of this report
are for the student to assess progress toward the Learning Contract objectives, ensure that the student is
meeting requirements for hours, and provide an opportunity for discussion about other important aspects
of the practicum. This report must be signed by the student, Field Instructor, and, if applicable, by the
Agency Supervisor or Representative and submitted by the date outlined in the MSW practicum course
syllabus. Please use the following format to complete the Mid-Semester Report.
Student Name:
Field Placement Agency:
Field Instructor:
Agency Supervisor, if applicable:
Date of Report:
Section I
Please review each of your Learning Contract objectives and briefly describe what has been accomplished
to date. If it appears that you will be unable to complete aspects of the Learning Contract by the end of
the semester, please explain the barriers to attainment. In addition, please suggest specific modifications
to the learning contract. such as alternative objectives, tasks or measures, that meet the intent of the one
you are unable to accomplish. These substitutions will need to be approved by your field instructor,
agency supervisor, if applicable, and faculty liaison. You may copy and paste your Learning Contract into
this section of the Mid-Semester Report in order to address each of your objectives and related tasks.
Section II
Please discuss:
1) A key success or positive experience directly related to your practicum this semester
2) A key challenge you have experienced this semester
3) How these experiences have affected your learning, interactions, confidence, or any other aspect
of your field placement
4) Implications of these experiences for your professional social work development
Section III
Please note your cumulative hours for the semester. If you are behind in hours expected by this date,
please outline your plan to ensure completion of hours by the end of the semester. It is acceptable to
exceed the total number of required practicum hours each semester, however, if you are greatly exceeding
required hours (40+) at the mid-term, please discuss your purpose in doing so, how this fits with your
Learning Contract objectives and the schedule of field hours agreed upon in the Learning Contract, and
your plan for maintaining continuity of service and hours across the semester.
Student Signature & Date
Field Instructor Signature & Date
Agency Representative/Supervisor Signature (if applicable) & Date
2014-2015 Academic Year
A 20 Mid-Semester Report
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Mid-Semester Report
Appendix A: Forms #20
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Agency Evaluation of the MSW Field Education Program
Field Instructors and Agency Representatives: This evaluation is intended to obtain your constructive
feedback about the MSW Field Education Program as a means of improving the quality of the social
work practicum experience. Please return this form at the close of the practicum.
Please email, mail or fax to:
MSW Field Education Coordinator
UAA School of Social Work
Gordon Hartlieb Hall, #106
3211 Providence Drive
Anchorage, Alaska 99508
Name:
Email: [email protected]
Fax #: (907) 786-6912
Date:
Agency:
Field Instructor
On-Site
Off-Site
-OR-
Agency Representative
Please rate the quality of your working relationship with the Faculty Liaison:
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Please rate the effectiveness of the Faculty Liaison in communicating and clarifying the University and MSW
Program's policies, procedures, and expectations for field education:
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Please rate the overall quality and benefit of the MSW Field Education Orientation:
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
No Basis/Did Not Attend
Please rate the overall quality, clarity, and usefulness of the MSW Field Education Manual:
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
No Basis/Did Not Utilize
Please rate the effectiveness of the Faculty Liaison in establishing and maintaining a relationship with you to
facilitate the placement process and the MSW student's learning experience:
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Please rate the effectiveness of the Faculty Liaison and/or MSW Field Education Coordinator in assisting you
to address and resolve any challenges or difficulties during the field placement?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Did the Faculty Liaison schedule a minimum of one site visit with you each semester?
Yes
No
Comments:
Was the Faculty Liaison accessible to you at times other than the scheduled site visits?
Yes
Most of the Time
On Occasion
Rarely
Did this experience contribute positively to your service commitment to the profession?
Yes
No
Comments:
Overall, how do you rate the quality of UAA's MSW Field Education Program?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Additional Comments:
2014-2015 Academic Year
A 21 MSW Agency Eval of FEP - plain
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Agency Eval of Field Education Program
Appendix A: Forms #21
MSW Student Evaluation of the Field Education Program
Instructions: This form, to be completed at the close of the practicum, is intended to obtain your constructive
feedback about your recent social work practicum experience as a means of improving the quality of the MSW Field
Education Program. At the end of the evaluation is a release of information request to share this information with
your prior Field Instructor and placement agency as a means of improving the quality of the practicum experience for
future students in that setting. Please indicate YES or NO. The final page is an optional summary sheet to be shared
with other MSW students exploring potential practicum opportunities. Upon completion, please return this form
directly to the MSW Field Education Coordinator
Student:
Date:
Agency:
Field Instructor:
On-Site Field Instructor? Yes
No
Please rate the overall attitude of the agency toward social work student training:
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
Please rate the overall quality of the agency's orientation to the field placement:
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
Were you given specific responsibility for direct client contact or appropriate assignments
within the first three weeks of the placement?
Yes
No
Comments:
Please rate the extent your placement offered assignments and experiences which allowed you
to practice and apply concepts, principles and techniques learned in the classroom?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
Please rate the extent to which the agency offered a full range of social work practice
assignments and learning experiences:
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
Identify the % activity in the following practice areas during your placement: Total= 100%
Micro:
Individual
Family
Groups
Macro:
Policy
Administrative
Research
Evaluation
Advocacy
Planning
Other _______________________________
2014-2015 Academic Year
A 22 Stdt Eval of FEP - plain
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Community
MSW Student Evaluation of Field Education Program
Appendix A: Forms #22
Please rate the extent your placement offered opportunities to work with clients of diverse
racial, ethnic and cultural backgrounds?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
Describe the quality of the working relationship with your field instructor?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
How effective was your field instructor in assisting you to develop social work
skills and abilities?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
How well did your field instructor create an environment in which you could openly and
safely discuss all aspects of your field experience?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
How well did your field instructor help create an environment in which you felt you could
take risks, ask questions, make mistakes or express a difference of opinion?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
How effective was your field instructor in helping you work out whatever problems arose
in relation to your field placement?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
How well did your field instructor model professional social work values and ethics?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
How well did your field instructor communicate clear and consistent expectations to you?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
How effective was your field instructor in assessing your strengths and limitations as the
field placement progressed?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
How well did your field instructor help you to integrate the class and field experience?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
Did your field instructor schedule and keep regular weekly supervision with you?
2014-2015 Academic Year
A 22 Stdt Eval of FEP - plain
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MSW Student Evaluation of Field Education Program
Appendix A: Forms #22
Yes
Most of the Time
On Occasion
Rarely
Was your field instructor available to you at times other than your weekly supervision?
Yes
Most of the Time
On Occasion
Rarely
Did your experience at the agency contribute positively to your identity as a social worker?
Yes
No
Comments:
Overall, how do you rate your MSW practicum experience at UAA?
Excellent
Very Good
Satisfactory
Fair
Unsatisfactory
Comments:
Other Comments:
Signature and Release of Information:
Please Sign Only One of the Following Release of Information Statements:
YES, I DO grant permission to the UAA School of Social Work to release this evaluation form to
my prior field instructor and placement agency. I understand my permission will expire in 12 months
from the date of my signature, unless I revoke it sooner. This release may be revoked at any time by
written request to the MSW Field Education Coordinator.
_________________________________________________
Student Signature
Date
NO, I DO NOT grant permission to the UAA School of Social Work to release this evaluation.
_________________________________________________
Student Signature
2014-2015 Academic Year
A 22 Stdt Eval of FEP - plain
Date
Page 3 of 3
MSW Student Evaluation of Field Education Program
Appendix A: Forms #22
UNIVERSITY of ALASKA ANCHORAGE
Master of Social Work Field Education Program
Agency Overview by MSW Student
Agency
Year
The following information will be available to students who are interested in this agency as a potential
practicum placement. Your constructive and objective comments are appreciated.
Identify the learning experiences and opportunities this agency offers practicum students:
To what extent did this agency offer assignments and learning activities which allowed you
to apply the concepts, principles and techniques you learned in the classroom:
Please comment on the overall attitude of the agency toward social work student learning:
Identify any unique/special considerations for MSW practicum students in this setting:
Please feel free to add any other information you feel would help other students evaluate
the merits of this agency as a potential practicum setting:
2014-2015 Academic Year
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Agency Overview by MSW Student
Appendix A: Forms #23
Appendix B: Resources
MSW Field Education Objectives by Course in Sequence
How to Formulate and Write Goals and Objectives
Writing Learning Contract Goals and Objectives Worksheet
What is it that I Want to Learn?
Summary of Social Work Skills Proficiency:
Assessing Your Strengths & Areas for Development
Steps in Completing Your Practicum Learning Plan
Writing the Learning Experience Narrative
Getting Started: Ideas for the First Three Weeks of Practicum
Sample Supervision Agenda
Process Recording Guidelines and Formats
Case Presentation Sample Outline
Suggested Precautions to Follow During Home Visits
Field Education Knowledge, Skills, & Values
Recommended Reading
MSW Field Manual Appendix B: 1
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
MSW Field Education Objectives by Course in Sequence
Course
Foundation Yr.
SWK A644
Formerly 631B
Objectives
The student will understand the value base of the social work profession,
its ethical principles and standards as codified in the National Association
of Social Workers Code of Ethics, and practice accordingly.
The student will apply the knowledge and skills of a generalist social work
perspective to practice.
SWK A645
Formerly 632 B
The student will articulate the role of the field agency within the
community and accurate information about the field placement
organization’s mission, goals, policies, programs, and services.
The student will demonstrate the ability to perform at minimum one entrylevel social work role by attainment of the performance standards
associated with that role as defined in the MSW Field Education Manual.
The student will demonstrate a professional manner as reflected in
appearance, language, demeanor, and work habits.
The student will demonstrate the ability to critically analyze, apply, and
integrate content from social work course with the practicum experience.
The student will demonstrate ability to use supervision to guide, direct,
evaluate, and modify one’s practice and/or behaviors in the field placement
agency.
The student will work effectively within the organization to help
accomplish its mission.
The student will demonstrate effective written and oral communication
skills in carrying out learning activities in the agency setting and seminar.
The student will demonstrate the ability to define and identify values and
ethical standards underlying practice, recognize divergence between
personal and professional values and ethics in his or her field setting, and
engage in practice consistent with social work values and ethics.
The student will apply the knowledge and skills of a generalist social work
perspective to practice.
The student will demonstrate the ability to perform at minimum two entrylevel social work roles (excluding role attained during the preceding SWK
A644 course) by attainment of the performance standards associated with
that role as outlined in the MSW Field Education Manual.
The student will demonstrate the ability to critically analyze, apply,
integrate, and synthesize content from social work course and other best
practice knowledge and methods with the practicum experience.
The student will critically evaluate one’s practice skills, strengths, and
limitations.
The student will work effectively within the organization to help
accomplish its mission.
The student will demonstrate effective oral and written skills.
MSW Field Manual Appendix B: 2
Concentration Yr.
SWK A646
SWK A647
The student will analyze and resolve value and ethical conflicts and
dilemmas in his/her social work practice
The student will understand and critically analyze specific social welfare
policies and programs pertinent to his/her practicum setting and field of
practice.
The student will demonstrate partial mastery of at least one of the advanced
generalist social work practice roles (e.g., resource developer, clinician,
administration, public policy analyst, community organizer, program
evaluator, care manager) by attainment of at least one of the performance
standards associated with that role as defined in the MSW Field Education
Manual (role will be attained in full by end of Concentration year
practicum).
The student will demonstrate ability to critically analyze, apply, integrate,
and synthesize content from social work course and other best practice
knowledge and methods with the practicum experience.
The student will demonstrate ability to effectively utilize supervision and
consultation.
The student will critically evaluate one’s practice skills and effectiveness,
strengths and limitations, and effectively modify one’s practice and/or
behaviors based on self-evaluation, supervision, and constructive feedback
from others.
The student will establish professional relationships and communicate
effectively with colleagues, staff, clients, and community including those
with backgrounds divergent from one’s own.
The student will demonstrate professional use of oral, written, and
technological skills that are congruent with the practicum setting and the
social work profession.
The student will work effectively within the organization to help
accomplish its mission.
The student will engage in practice consistent with social work values and
ethics.
The student will demonstrate mastery of at least one of the advanced
generalist social work practice roles (e.g., resource developer, clinician,
administrator, public policy analyst, community organizer, program
evaluator, care manager) by attainment of the performance standards
associated with that role as defined in the MSW Field Education Manual.
The student will demonstrate the ability to critically analyze, apply,
integrate, and synthesize content from social work course and other best
practice knowledge and methods with the practicum experience.
The student will demonstrate consistent, professional use of oral, written,
and technological skills that are congruent with the practicum setting and
the social work profession.
The student will critically evaluate one’s practice skills and effectively
modify one’s practice and/or behaviors based on self-evaluation,
supervision, and constructive feedback from others.
The student will assume initiative for learning and effectively utilize
supervision and consultation.
The student will establish professional relationships and communicate
effectively with colleagues, staff, clients, and community including those
with backgrounds divergent from one’s own.
MSW Field Manual Appendix B: 3
SWK A639
The student will work effectively within the organization and its mission.
The student will engage in practice consistent with social work values and
ethics.
(Block Placement)
The student will analyze and resolve value and ethical conflicts and
dilemmas in his/her social work practice.
The student will critically analyze specific social welfare policies and
programs pertinent to his/her practicum setting and field of practice.
The student will demonstrate mastery of at least one of the advanced
generalist social work practice roles (e.g., resource developer, clinician,
administrator, public policy analyst, community organizer, program
evaluator, care manager) by attainment of the performance standards
associated with that role as defined in the MSW Field Education Manual.
The student will demonstrate the ability to critically analyze, apply,
integrate, and synthesize content from social work course and other best
practice knowledge and methods with the practicum experience.
The student will demonstrate consistent, professional use of oral, written,
and technological skills that are congruent with the practicum setting and
the social work profession.
The student will critically evaluate one’s practice skills and effectiveness,
strengths and limitations, and effectively modify one’s practice and/or
behaviors based on self-evaluation, supervision, and constructive feedback
from others.
The student will assume initiative for own learning, and effectively utilize
supervision and consultation.
The student will establish professional relationships and communicate
effectively with colleagues, staff, clients, and community including those
with backgrounds divergent from one’s own.
The student will work effectively within the organization and its mission.
MSW Field Manual Appendix B: 4
A systematic process of acquiring an understanding of a
client’s needs and desires, motivation, priorities, and
capacity for change.
Getting access to needed services and resources for an
individual or family.
“The activity of developing, implementing, and
monitoring a social service plan to meet the needs of an
individual or family.” (NASW Guidelines for the
Selection and Use of Social Workers in Sheafor)
Case finding: “searching out and identifying those
individuals or groups who are vulnerable to or
experiencing problems for which the social worker or
agency has responsibility to provide needed help and
service.” (Dictionary)
Outreach: the process of bringing “services and
information about the availability of services to people in
their homes or usual environments.” (Dictionary)
Process designed to help individuals and families solve
interpersonal, socioeconomic, and environmental
problems through direct face-to-face relationships.
(modified from Dictionary)
Application of clinical theories and methods to facilitate
change in a consumer system.
ASSESSMENT
BROKER
CARE COORDINATOR
CLINICIAN
CASE WORK
CASE
FINDING/OUTREACH
Description
“To assist clients in upholding their rights to receive
resources and services or to actively support causes
intended to change programs and policies that have a
negative effect on individual clients or client groups.”
(Sheafor)
Role
ADVOCATE
4.
5.
3.
2.
1.
2.
3.
4.
5.
6.
1.
3.
4.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
1.
2.
4.
5.
1.
2.
1.
2.
3.
MSW Field Manual Appendix B: 5
Continued from previous page
Establish rapport with individual or family client.
Identify issues to be addressed in collaboration with client.
Write a contract with client specifying plan to resolve issues. Contract should be specific with timelines.
Periodically monitor client’s progress providing encouragement and problem solving as needed.
Assess and document results of contract.
Terminate with client after objectives achieved.
Assist a client to define a problem and goal for treatment. Document these in a form acceptable to the
agency.
Develop a treatment plan addressing the problem in collaboration with the client – plan should specify
the treatment modality (individual, group, family therapy, etc.), objectives, and amount of care to be
provided by student.
Provide psychotherapy using modality prescribed in treatment plan under supervision of qualified
clinician.
Document client contacts in accord with agency standards.
Terminate intervention and write assessment of results.
Performance Standards
Gather information to determine client’s eligibility for a service or resource.
Determine the nature and magnitude of barriers to service external to client.
Select strategy for advocacy based on finding most collaborative, least confrontational method of
obtaining entitlement (e.g., collaboration, negotiation, mediation, administrative appeal, legal action).
Class advocacy may include changing agency policies and procedures, social policies, or laws.
Implement selected strategy and evaluate results. Repeat steps 2 to 4 as necessary.
Document each step in the process in a timely manner.
Define the domain(s) to be assessed.
Identify an instrument to use in performing the assessment. This may include a formal, written process
in use at the agency.
Perform the assessment with an agency client using the tool described in #2.
Write results of assessment clearly differentiating factual information from opinions and impressions.
Have field instructor or person delegated by her/him critique performance and report of results.
List needs in order of priority.
Assess client capabilities and motivation to access and use various resources.
Identify services and programs that can meet the client’s needs for which s/he client is eligible.
Facilitate access to the needed services or resources.
Document each step in the process.
Identify client (individual or family) needs and list in order of urgency.
Arrange and coordinate delivery of services and supports by two or more agencies.
Monitor receipt of services – intervene to reduce or eliminate any barriers that are present.
Document contact and process according to agency’s standards.
Specify the service and population (type of client) with unmet need(s) to be targeted.
Write strategy for reaching the population or clients with the unmet need(s). Specify potential benefits
to clients and how results will be evaluated. Evaluation should include time frames.
Implement strategy.
Produce written evaluation of results.
Figure 1: Entry-Level Roles and Performance Standards
A procedure in guiding individuals, families, groups, and
communities by such activities as giving advice,
delineating alternatives, helping to articulate goals, and
providing needed information. (Dictionary)
A service in hospitals and institutions designed to help
the patient or client make a timely and healthy
adjustment from care within the facility to alternative
sources of care when the need for institutional care has
passed.
Formal process “to prepare clients or the general public
with knowledge and skills necessary to prevent problems
or enhance social functioning.” (Sheafor)
Both “an orientation and method of …. intervention in
which small numbers of people who share similar
interests or common problems convene regularly and
engage in activities designed to achieve their common
goals …. objectives also include exchanging
information, developing social and manual skills,
changing value orientations, and diverting antisocial
behaviors into productive channels.” (Dictionary)
A formal process intended to resolve disputes between
the client and other persons or organizations without
litigation.
(NASW Standard for Social Work Mediators) involves
demonstrating the ability to appropriately conduct
mediation which is mutually acceptable, impartial, and
helps the participants negotiate a consensual and
informed settlement. A mediator should be able to
reduce the obstacles in communication, maximize the
exploration of alternatives and address the needs of those
who are involved. The mediator’s role is to empower the
system so that it does not have to resort to outside
parties, such as the courts or arbitrators, to make the
decisions.
COUNSELING
DISCHARGE PLANNER
EDUCATOR/TRAINER
GROUP WORK
MEDIATOR/ARBITRATOR
MSW Field Manual Appendix B: 6
Identify the client.
Facilitate description of issues concerning client employing “active listening” methods.
Assist client to identify alternatives available by providing information and assistance in formulating the
issues with greater precision.
4. Help client establish realistic goals.
5. Document process with process recording annotated to indicate how “active listening” skills were or
should have been utilized.
1. Assess client needs that must be addressed for transition to another level of care.
2. Educate client and/or others with a significant stake in the client’s welfare to those needs and their
importance. Also provide client information about adaptations that may be necessary in his/her life to
accommodate his/her condition.
3. Identify possible options to obtain care, services, or equipment necessary to meet the client’s needs.
4. Facilitate access to the care, services, or equipment selected by the client and/or significant others.
5. Document process following agency standards.
1. Specify target audience and anticipated functional outcomes for the educational process. Subjects could
include skill development in communicating, socialization, parenting, managing strong emotions, self
care, stress reduction, or activities of daily living.
2. Write or identify curriculum designed to achieve functional outcome. State rationale for using the
curriculum employed.
3. Design an evaluation measure.
4. Implement curriculum.
5. Write a critique of process and evaluation of results.
[ L i mi t e d t o p s y c h o - e d u c a t i o n a l g r o u p s , s e l f - h e l p g r o u p s , s u p p o r t g r o u p s , t a s k
g r o u p s , a n d s k i l l d e v e l o p me n t g r o u p s . See Clinician for psychotherapy process groups.]
1. State the purpose and objectives of the group.
2. State criteria for participation in group.
3. Establish group rules and guidelines (for already established group, write them)
4. For groups other than support or self-help:
a) state number of sessions or date by which group objectives will be attained;
b) write lesson plan or agenda for each session;
5. Lead and document 6 or more group sessions (10 if self-help or support group without structured
content;
6. Prepare written evaluation of results including critique of facilitator.
1. Document parties accept mediation process without reservation and impartiality of mediator.
2. Identify the area(s) of dispute and issues on which the parties agree.
3. Probe to determine each party’s greatest and least critical needs.
4. Facilitate suggestions from the parties to resolve the dispute – reinforcing those leading toward
convergence. Assure that no party is being pressured or intimidated into an unfair agreement.
5. Suggest possible resolutions when parties appear unable to progress on their own.
6. Facilitate convergence toward a mutually acceptable resolution. Write agreement for parties to sign
when achieved.
7 . Document with process recording and written transcript with annotations by student and supervisor
critiquing student’s performance.
1.
2.
3.
The process of investigating reports of harm to
dependent individuals and making provision for an array
of services necessary to protect them from further harm
and provide for their welfare.
Assessing needs and informing people of existing
benefits and programs and the procedures for obtaining
or using them. (Dictionary)
PROTECTION OF
VULNERABLE
INDIVIDUALS
RESOURCE
INFORMATION &
REFERRAL
MSW Field Manual Appendix B: 7
State specific issue or problem.
List specific requirements for solution and any proscriptions.
Document research used as basis for generating alternative courses of action.
Select action and state how it best meets requirements specified in #1 above.
Formulate recommended action(s) and disseminate to people empowered to act on them.
Evaluate and critique process in respect to resolving the specific issue or problem identified in step #1.
State criteria for class of people to be protected.
Define type and magnitude of harm subject to protection.
Investigate report of suspected harm to an individual member of the class defined in #1.
Write report of investigation and conclusions/recommendations for further action. Report must:
a) identify alleged victim and perpetrator (these may be blacked out before submission to instructor);
b) specify alleged harm done to victim;
c) state facts established by investigation;
d) identify issues on which stories or evidence are contradictory;
e) state conclusions and rationale for arriving at these conclusions;
f) make recommendations for further action based on findings and conclusions.
1. Assist client in specifying the issue or problem for which s/he is seeking assistance at this time.
Establish parameters for referrals including cost, time, distance, sensitivity to diversity issues, etc.
2. Determine readiness of client to accept a referral by taking action to follow through on it.
3. Determine the best available resource referrals that meet the client’s needs.
4. Present more than one option to client including the potential benefits and losses of each.
5. Facilitate decision by client and insure that client has understanding of risks and benefits of his/her
choice.
6. Assist client to gain access to resource including writing necessary contact information. If possible,
have client place call from office or make call on client’s behalf. Whenever possible, provide the client
with the name of a specific contact person. Document reason if not possible.
7. If the client’s problem is complex, provide the client with a brief written statement, addressed to the
resource, detailing the problem and the services desired by the client.
8. Make arrangements for client to get to resource if s/he is unable to do so without assistance. This
includes help when barrier is psychological as well as physical.
9. Obtain client’s permission to follow up and determine outcome of referral – preferably by a report back
to you from the client.
10. Document each step of the process.
11. Repeat until at least 10 clients have completed every step in the cycle.
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
Figure 2: Advanced Generalist Practice Roles and Performance Standards
Systematic process of collecting information, identifying
alternative courses of action, and making
recommendations to those empowered to implement
them.
PROGRAM
DEVELOPER/PLANNER
Identifies gaps in service 1. conduct or analyze
and garners the
needs assessment
resources to meet that
2. define program
gap
3. research resources
4. craft a development
strategy
5. implement strategy
RESOURCE
DEVELOPER
Functions
1. conduct needs
assessment
2. design program
3. identify and/or
assemble human,
fiscal and
infrastructure
resources
4. implement program
Description
Identifies gaps in
service, designs and/or
caries out a system of
service(s)
Role
PROGRAM
PLANNER/
COORDINATOR
MSW Field Manual Appendix B: 8
Continued on next page
Performance Standards
1. Program Rationale:
a) provide objective indices to identify the subject population, group, or class;
b) select reliable and valid measure(s) of the need;
c) provide statistically valid analysis and interpretation of data;
d) write rationale for program development or change.
2. Program design:
a) write program or method to meet need(s) identified in 1 above. Program should reflect “best
practices” as demonstrated by annotated biography of sources consulted;
b) program must include objectives that can be measured and timelines for attainment of each
objective;
c) describe human and fiscal resources required to accomplish objectives and means to obtain them;
d) develop or analyze policies and procedures pertaining to the program:
e) delineate recommended evaluation process including how results will be used to improve the
efficiency (resources used to accomplish results);
f) identify and/or assemble resources (funds, staff, etc.) necessary to operate the program;
g) operate program for a period of time adequate to make a reasonable determination of whether
expected results will be obtained.
1. Needs Assessment:
a) provide objective indices to identify the subject population, group, or class;
b) select reliable and valid measure(s) of the need;
c) provide statistically valid analysis and interpretation of the data;
d) write results of gaps and analysis.
2. Resource Development:
a) research potential resources including human, financial and agency partnerships;
b) develop a strategy for filling the gap identified in 1d, including tasks and timelines;
c) implement the strategy;
d) write evaluation of results of the development strategy.
Acquires advanced
knowledge in a subject
area and imparts that
knowledge to others
using systematic
instructional methods
Application of
knowledge and skills to
facilitate change in an
individual or family
TRAINER/TEACHER
CLINICIAN
1. develop one or
more areas of
subject matter
expertise beyond
the level expected
of the intended
audience
2. develop an
instructional
strategy and course
outline including
educational
objectives and
evaluation of
effectiveness
3. implement the
educational strategy
4. evaluate the quality
of the educational
products
1. assessment
2. treatment planning
3. intervention
4. termination
5. documentation
MSW Field Manual Appendix B: 9
Continued on next page
1. Write comprehensive, age appropriate assessment including:
a) presenting problem or reason for requesting service;
b) history of problem;
c) developmental, family, educational, legal, social, and/or marital history as relevant and customary
with population;
d) assessment of individual or family need(s) using generally accepted standard procedures or
measures to identify needs/problems and strengths/assets.
2. Develop treatment or care plan that includes:
a) list of problems/needs to be addressed in order of priority. Must be linked with results of assessment
in 1 above;
b) for each problem, identify the goal (usually defined as the client’s desired outcome), objective(s)
(short term, measurable statements that will indicate progress or outcome), and specific strategies or
interventions that will be used to attain objectives; describe basis (theory, research, “best practice”)
for selecting intervention.
3. Apply learned skills and methods to carry out planned intervention.
4. Terminate the intervention when (a) client has achieved desired objectives; (b) client’s situation has
changed rendering plan irrelevant; (c) client manifests inability/unwillingness to make/accept changes;
(d) client refuses to continue. Write termination summary discussing progress, reasons for termination,
referrals made/suggested, and recommendations if service requested in future.
5. Document encounter(s) within 24 hours (or per agency standards) using format established by agency or
one generally accepted in practice (e.g., SOAP, DAP).
1. Subject area expertise. Specify and develop expertise in a subject area within the field of social work.
Depth of knowledge can be documented empirically (e.g., survey results) or attested by 2 or more
professionals familiar with subject.
2. Write an educational strategy plan that includes learning objectives, course outline, method of delivery
(including learning products), dissemination approach and timelines, and evaluation measures to
determine whether learning objectives were achieved.
3. Implement the educational strategy.
4. Write an analysis of the overall training project and the materials produced. Assessment should include
evaluation measures and outcomes as well as a description of the original expectations and
recommendations for future improvements.
1. Identify group/class
subject of study
2. Determine specific
legislation (or lack
of) affecting welfare
of group/class
3. Select key indicators
of welfare that will
demonstrate impact
of policy
4. Identify data bases or
collection method of
key indicator
variables
5. Collect/analyze data
6. Write report
including analysis,
discussion,
recommendations
7. Disseminate report to
formulators of public
policy
Analyzes effect of and
promote public policies
reflecting the agenda,
values, and priorities of
a specified group or
class
PUBLIC POLICY
ANALYST
1. incorporate
directives of
governing structure
into operations
2. assess agency
capacity to carry out
mission
3. manage intra- and
extra-organizational
relationships
4. assure compliance
with applicable
statutes,
regulations, and
contract
requirements
5. assist with budget
development and
financial
management
Facilitates
agency/program mission
through provision of
planning, assuring
adequate resources,
identifying and reducing
obstacles, monitoring
outcomes and processes,
assuring accountability
to all stakeholders.
ADMINISTRATOR
MSW Field Manual Appendix B: 10
Continued on next page
1. Subject. Write objective criteria for inclusion and exclusion from the group or class of people who are
the subjects of the analysis.
2. Legislation. Determine specific areas of legislation whose impact on the subject class or group is to be
analyzed.
3. Indicators. Determine what indicators will be employed to show impact of legislation (or absence of)
on the class or group. Discuss rationale for selecting particular indicators, their reliability, and their
validity. List alternative measures and discuss why they were not used.
4. Data collection. Describe how data will be collected. Identify which, if any, databases to be used. Also
write plan for analyzing data once collected.
5. Collect and analyze data as planned.
6. Write report with an Executive Summary that describes purpose of the analysis, summarizes results of
data analysis, discusses results in respect to public policy, and makes policy recommendations.
7. Dissemination. Write plan and disseminate report to stakeholders and formulators of public policy.
1. Governance: Demonstrate how decisions or motions approved by the governing body are incorporated
into the organization’s operations. Review the agency’s strategic plan and/or by-laws and write an
analysis of those decisions in relation to those documents. .
2. Conduct a review of similar programs elsewhere and write a comparative analysis addressing capacity
and approach and including recommendations..
3. Relationships: Demonstrate use of intra- and extra-organizational formal and informal relationships to
attain program objectives. Coordinate meetings and prepare reports as requested.
4. Compliance: Compile a list of and examine the applicable laws, regulations, contract/grant
requirements and professional ethics that have a significant effect on the agency’s operations. Make a
compliance determination in a selected area of the agency or program’s operations. Assist the agency
to prepare for compliance monitoring.
5. Financial Management:
a) From an annual or periodic financial report generated by the fiscal agent, prepare a
narrative summary suitable for presentation in the governing body. The report should
include an analysis of actual versus projected expenses and any comments of concern
or recommendations for adjustment.
b) Draft a recommended operating budget for the department or program for the next
fiscal year.
PROGRAM
EVALUATOR
COMMUNITY
ORGANIZER
Facilitates social and
1. Establish working
community development
relationship w/
by organizing
people in community
individuals and groups
where unmet need(s)
to identify common aims
exist – identify
and achieve desired
leaders
outcome through
2. Formulate and
concerted action
prioritize need(s) w/
community
3. Facilitate
development of plan
to meet need(s)
4. Mobilize broad
community support
to focus on critical
need(s)
5. Monitor
effectiveness of plan
and modify
accordingly
Evaluates effectiveness
1. Assist program staff
and efficiency with
in formulating
which program achieves
process, impact, and
desired objectives
outcome goals and
objectives for project
2. Collaborate w/ staff
in selection of
specific measures
3. Establish feedback
process (e.g., Self
Adjusting Treatment
Evaluation model)
4. Set up database
5. Train staff
6. Implement data
collection system
7. Report results to
agency, funders, etc.
6.
7.
5.
4.
3.
2.
1.
MSW Field Manual Appendix B: 11
Continued on next page
Formulate goals and objectives. Describe process for developing or identifying the program’s goals
and objectives. Separate process, impact (immediate results on recipients), and longer-term outcome
objectives should be written.
Indicator selection. Develop specific measures for each objective in collaboration with project staff.
Describe the reliability, validity, and ease of implementation of each measure considered. Discuss
rationale for selecting measures.
Feedback. Describe process to provide program staff with evaluation results in a timely manner in
order to improve the effectiveness (impact) and efficiency (amount of resources used to achieve a
given result) of the program.
Data. Develop methods to collect and store information using media and formats that facilitate
analysis.
Training. Document training process for staff who will be involved in collecting and processing data
used in study. Training also must acquaint all staff with purposes and expected benefits of study.
Implementation. Collect and analyze data.
Produce written report containing statistical analysis, discussion, and recommendations/conclusions.
1. Working relationships. Develop working relationships with people in community (used in sense of
having common interests). Show how leaders will be identified or developed.
2. Formulate needs. Demonstrate how the priority needs of the community will be identified, prioritized,
and selected for action. Needs selected for action should be both significant and achievable within the
limits of the project.
3. Plan. Write an action plan with community leaders. Plan should include objectives, timelines, action
steps, and assessment of the results at critical points.
4. Mobilization. Demonstrate effective mobilization of broad community support for the project or
action. Indicate processes or actions being taken in support of plan.
5. Monitor effect. Demonstrate how effect(s) of organizational efforts are monitored and evaluated.
Describe how information from critical point monitoring was used to modify the action plan.
DISCHARGE
PLANNER
CARE/CASE
MANAGER
Promotes client wellness
through assessment of
needs, establishing
priorities,
identifying/developing
resources, facilitating
access and linking,
monitoring
implementation, &
problem solving
1.Assess client needs
2.Identify options
3.Facilitates access
to resources
4.Document process
5.Track barriers
encountered and
report
1. Establish rapport
with clients
2. Assess needs
3. Identify resources
4. Link client to
resources
5. Monitor & evaluate
access/results
6. Resolve problems
7. Documentation
MSW Field Manual Appendix B: 12
Establish rapport. Demonstrate the ability to establish rapport with a range of consumers (N > 10) at
the agency – when possible including people of different ages, genders, race, ethnic backgrounds, and
sexual orientation than own.
2. Assessment. Perform structured assessment to identify immediate and long term needs for services
and supports. Assessment should include needs for physical and behavioral health treatment, housing,
food, clothing, financial, legal, and functional skill development. The consumer’s need for assistance
in accessing these services and supports should be assessed also. Document assessment process and
results.
3. Resource identification. A plan identifying resources and strategy for access should be written. Write
care plan with consumer listing measurable objectives with time-lines.
4. Linkage. Link the consumer to the resources needed using only the amount of direct advocacy and
intervention necessary to insure access in a timely manner.
5. Monitor. Systematically monitor consumer’s progress. Periodically review progress and revise care
plan as needed.
6. Problem resolution. Intervene with advocacy, problem solving, or crisis intervention skills when a
consumer’s access or progress is constrained by external or internal barriers.
7. Documentation. Document all contacts with the consumer in a manner consistent with agency
standards or using SOAP or DAP formats within 24 hours of each contact.
Entry level 1-5
6. Establish a data base of barriers encountered during the discharge process. Write a summary report on
barriers encountered with recommendations for systems change. Disseminate report to appropriate
policymakers.
1.
HOW TO FORMULATE AND WRITE
Goals and Objectives
by
Eva Yost Kopacz, MSW Field Education Coordinator
UAA School of Social Work
©1998 Eva Kopacz
“Before beginning a long journey, it is wise to know where you are going, that way
you will know that you’ve arrived once you get there.” Winnie the Pooh
The terms goal and objective are often used interchangeably and, within the field of social work,
there presently is no consensus about what the terms mean and how they are used. So the following will
be applicable to this course, but will not necessarily be adopted by others. Needless to say, I believe that
if you use the terms as defined for the purposes of this course, your grant writing, treatment plans,
position descriptions, performance evaluations, etc. will be more readable and make objective judgment
of outcomes and results possible. It also will promote better interdisciplinary communication by being
more consistent with the usage of these terms by our colleagues in psychology, education, developmental
disabilities, and business to name a few.
Map analogy
goal  the end point of a journey; where you hope to be when a trip is over; a goal provides direction for
one’s efforts. For example, the goal of a trip might be Seattle. Evaluation of this goal would be
difficult since there is no statement about the time when you expect to arrive in Seattle. So even
if you were crawling on hands and knees in a Southeasterly direction - you could say you were
making progress toward attainment of the goal. Another person could just as plausibly argue to
the contrary by pointing out you would be unlikely to attain the goal by crawling on hands and
knees in what remains of your expected lifetime. How can we determine if goal attainment is
realistic and obtain objective measures of progress (or lack thereof) without waiting for a
lifetime? The answer is to write objectives which constitute definite milestones toward that goal.
Roads in colonial America used to have large stones with numbers painted on them to indicate
the number of miles from the beginning of the road. The traveler could judge progress by reading
the milestones. The Alaska Highway has a similar system even though the Canadian portion uses
kilometers instead of miles. This system is a good analogy to goals and objectives. The goal is
our destination (some use the term terminal objective) and the objectives are the milestones if we
place times with each. For example, if we were riding a bicycle from Nantucket town on the
island to the village of Siasconset (“Sconset”) by way of Milestone Road, we would expect to
reach Milestone #4 20 minutes after we started. That would be an objective because it can be
easily verified without dispute, whether or not the objective has been achieved. Our performance
on reaching Milestone #4 (early, late, or as planned) would enable us to make any changes in
pace needed to attain our goal.
objective  a statement which specifies a situation in terms that can be verified with a reasonable
degree of reliability by one or more observers. At its best an objective includes a behaviorally
observable condition or state, a quantity, a time frame for the condition or state to occur, and the
indicators to be used to determine if the desired state or condition is present. An objective must
answer the questions of who will do what by when and how it will be measured. If done
correctly, any observer should agree on whether or not an objective was achieved. Achievement
of well constructed objectives should not be a matter of opinion.
Example: if the objective is to get to Seattle by September 15, even then there can be dispute
over whether or not it was achieved. If you are seen in Seattle on the day noted in the objective,
then you have achieved the objective. If you are not there, then you have not accomplished the
MSW Field Manual Appendix B: 13
objective unless you got there early and left. This points out a problem with the way our
objective is specified - it did not include the indicator or indicators to be used to determine
attainment. If the indicator was your presence in Seattle on the appointed date, then if you were
there, you win - otherwise you fail. If another indicator was used such as a hotel voucher
showing that you checked in on or before September 15, then you would have met the objective
even if you were not there on the stated date. Objectives are brief statements in which every
single word should be considered carefully.
Just as milestones measure progress toward a destination, objectives are useful in measuring
progress - particularly for long term goals which are complex and involved. For example, if the
goal for a person phobic about flying and boating is to be in Seattle by September 15, then
objectives could be written to evaluate methods available to him as well as evaluating progress.
Intermediate objectives are most helpful in this respect because they allow evaluation of both the
goal and the method being used to attain it in reasonable time periods to allow periodic
modifications to be made if necessary. Let’s go back to crawling to Seattle by the 15th (assume
today is the 10th). Seattle by 9/15 is the terminal objective or goal. If it is assumed that a good
crawler can crawl 5 miles/day, then our objectives for the next 5 days would be as follows.
date
9/10
9/11
9/12
9/13
9/14
9/15
objective
Eagle River, AK
Chugiak, AK
Eklutna, AK
Matanuska River Bridge, AK
Glenn - Parks Highway Junction, AK
Seattle, WA
What’s wrong with this picture? Answer. Obviously one will not be able to crawl from Wasilla
to Seattle in one day if it took 4 days to get to Wasilla. As you can see, we now have an excellent
way to evaluate progress toward our goal. Reviewing the objectives gives us an opportunity to
rethink our method. Another useful aspect of objectives is that it allows us to re-evaluate our
methods once underway - in fact we may even have enough time to change the method selected
and still meet our goal. For example, if we had no idea of how far a person could crawl each day,
it would be reasonable to assume that each day’s objective should be approximately one-sixth the
distance. Our objectives would be as follows.
date
9/10
9/11
9/12
9/13
9/14
9/15
objective
Beaver Creek, Yukon
Watson Lake, Yukon
Stewart, BC
Prince George, BC
Kamloops, BC
Seattle, WA
If at the end of day 1 you were just outside of Eagle River, you would clearly want to re-evaluate
the method you selected (i.e., crawling). The person might even decide to rent a car, drive, and
possibly even attain the original goal. This trivial illustration does show how objectives can be
useful for both planning and evaluating methods. This type of objective may be referred to as a
process objective since its primary utility is to evaluate the method or process used to attain a
specified goal.
Social and Human Service Applications
MSW Field Manual Appendix B: 14
It is much more difficult to write objectives for social and human service applications because
many terms commonly used are concepts, hypothetical constructs, processes, or describe complex
relationships between objects which do not lend themselves easily to description - much less objective
observation and measurement. Many simply do not have objective referents - “ego,” “libido,” “motive.”
The situation is similar to the one legislators face attempting to define pornography. Think about it, how
you would write a definition of pornography that would allow thousands of judges to accurately
determine that a picture by the editors of Penthouse might be pornographic while one by Michelangelo
was not! Suggest observable attributes of a Michelangelo which would not be found in smut. Of course
we do not want to exclude any contemporary expressions of art either so dating the work can not be used
as a criterion.
One solution to the problem involves the use of operational definitions. An operational
definition gives definition to a concept or abstract term by stating observable manifestations of that
concept or term. We decide a client is motivated if s/he makes all scheduled appointments, accomplishes
all tasks given to do between appointments, and is attentive and actively participates in counseling
sessions. In this case, our operational definition for motivation in counseling is (1), attending
appointments; (2), doing homework; (3), pays attention to what is being discussed in counseling sessions;
and (4), actively participates in sessions. The last is a little weak, but contrasts with the opposite - the
person who you have work to pry “YES” or “NO” answers out of.
In human and social services, the use of operational definitions is necessary. It also can save a lot
of frustrating arguments over terms like “cultural competence”. Operational definitions do have a number
of weaknesses. While precise and objective, they do not seem to provide the “richness” of language used
by the original term. Some ridicule their use as “simplistic” and feel they trivialize the terminology and
jargon of the profession. Taking vague terminology and making it operational can lead to lengthy lists of
defining operations. All of these criticisms have some validity to them, but the option of having treatment
plans without measurable objectives, grants without objective outcomes, performance evaluations lacking
objective indicators, and so forth is rapidly being closed out in the field of social work as has already
been done in other professions. People paying the bills are no longer accepting our word that we are good
people doing good things. The inability of the Alaska Division of Alcohol and Drug Abuse to provide the
legislature with valid outcome measures resulted in a wholesale decimation of state funding for alcohol
and substance abuse programs after a scathing report by the State Ombudsman’s Office. Managed care
firms require treatment plans with measurable objectives or they won’t allow payment for the service (of
course the client has the option of paying $75 - $100 an hour out of his or her own pocket). In short,
social work no longer can escape the type of accountability already in place for most people simply
because we deal with humans and the nature of our business is more difficult to make objective. I said
more difficult - not impossible.
A lot of the work of writing objectives involves the development of operational definitions for
complex processes, quantifying them, establishing a time line, and determining how we will know that
the “thing” has been accomplished - i.e., listing indicators. In the learning contracts, this is going to be
quite taxing - even to people who regularly write objectives meeting the criteria stated here.
Example #1. Doing Intakes.
Lets assume you have been placed at South Central Counseling Center’s service unit that provides
outpatient counseling to families and children who are not classified SED or SMI. You decide with your
Field Instructor that it is important for you to become proficient in doing intake assessments. This can be
expressed as an objective as follows.
The student will perform and write at least 6 intake assessments by the end of the sixth week utilizing the
SCC format and meeting the qualitative standards of the unit when reviewed by the unit supervisor.
[This objective is written so that the indicators are obvious within the objective itself.]
Example #2. Direct service hours.
MSW Field Manual Appendix B: 15
One basic objective for field placements in direct practice settings is that the student will have
direct, “hands on”, practice. This is an example of such an objective.
The student will provide a minimum of 40 direct service hours during the semester as indicated
on the agency’s standard staff MIS (Management Information System)reporting sheet. Direct
service hours will be counted for time coded as INTAKE; INDIVIDUAL, GROUP, OR FAMILY
PSYCHOTHERAPY; PSYCHO-SOCIAL ASSESSMENT; CASE MANAGEMENT; FAMILY
OR INDIVIDUAL SUPPORT; and CRISIS INTERVENTION. The student will submit copies of
the biweekly MIS reporting form to the Field Instructor with his/her time sheet every other week.
Example #3. Indirect Practice Example.
Assume your field placement site is one that licenses day care centers and homes. After
discussing it with your Field Instructor, it was decided that one of your learning goals would be
to become competent to conduct day care licensing studies. This lends itself to a set of objectives
leading to that goal. Here is how it would be written.
Goal: student will become competent to license day care homes and centers.
Objective 1: Student will read and demonstrate mastery of regulations applicable to day care
homes and centers at a level judged satisfactory in an oral exam by the Chief of Licensing or her
designee within the first 5 days in the placement.
Objective 2: Student will be able to demonstrate at least 85% concurrence with an experienced
licenser on the Day Care Licensing Survey by accompanying program personnel and
independently completing the Survey before comparing ratings for at least four day care homes
and at least two day care centers by the 8th week of the placement. This will be documented by
providing copies of the Surveys where criterion has been met without identifying information to
the Field Instructor and the student’s learning portfolio.
Objective 3: Student will complete an entire licensing survey of at least one day care home at a
level judged satisfactory by the Chief of Licensing by the end of the semester. This will be
documented by providing a copy of the licensing report with the Chief’s sign-off to the Field
Instructor and learning portfolio.
I grant that the writing of objectives is a great deal of work. You are required to develop
operational definitions of skills and write them into short, pithy statements where every word is
critical in the meaning of the objective. It is an exercise in the precise use of language and a
critical skill for everyone in the Field of Social Work.
Outcome Objectives
The types of objectives discussed above are primarily process objectives. These are very useful
when it is important to be able to precisely track progress over a period of time. In many cases, the only
objective that really counts is the final or terminal objective (a/k/a - the goal). When progress milestones
are reached is of little significance compared to reaching the final objective or outcome. The outcome is
the desired product or end result of whatever is being done. For example, if you want to learn how to do
psychotherapy with women, you could write an objective to read 50 articles on special considerations in
doing psychotherapy with women. But does attaining this objective assure you of being competent to do
psychotherapy with women? Most likely not. Reading the articles may be a useful step in getting to your
desired outcome (i.e., being able to perform psychotherapy with women), but it assures nothing except
that you have done a lot of reading. Consequently, the ideal is be to write objectives which specify
outcomes and not the process by which the outcome is achieved.
If your desired outcome is being able to do psychotherapy with women, then that should be
stated. An outcome, like any other objective, must clearly specify who (the student) will do what
MSW Field Manual Appendix B: 16
(psychotherapy with women) by when (the end of the Fall semester) and how it will be measured (at
least 3 groups of 5 women who will rate themselves improved by at least 3 points on the Beck
Depression Inventory). Thus, using our example, an outcome objective would be “By the end of the Fall
semester, the student will facilitate at least three groups with 5 or more women in which there will be an
improvement of at least three points on the self ratings by the women on the Beck Depression Inventory.”
What is important to realize is that the student must achieve a positive outcome (measured improvement
in depression) with a certain number of groups to meet the objective. The objective could be met the first
week after running three groups or it may take all semester in which the student conducted 50 groups. Or
the student may not acquire sufficient skills during the whole semester to meet the objective.
The distinction between process and outcome objectives is very critical. In some ways, it does
not matter if you read 50 books about psychotherapy, observe 100 hours of group therapy, co-facilitate 5
groups of 8 sessions each, and be sole facilitator for 3 one-hour groups with at least 5 women in them if
you cannot alleviate their depression (which we have operationally defined as improving by at least 3
points on the Beck Depression Inventory). For that reason, outcome objectives are preferred greatly to
process objectives; although, process objective have tremendous value for long term goals to assure
yourself that your methods are going to lead to goal attainment.
For objectives only lasting one semester, students who write outcome objectives will be rated
much higher on academic rigor than those merely writing process objectives. Outcome objectives should
be accompanied by a step-by-step work plan indicating how the outcome will be achieved. The work
plan may contain target dates, but must indicate the anticipated sequence of steps. The work plan is the
process, but is more flexible than objectives and offers greater latitude to the student whose learning may
not be linear. Students will be rewarded to the extent that they are able to write outcome objectives
versus process objectives. The exception will for the person who has a single major project to accomplish
during the semester such as a complete HUD grant. Completion of the grant can be considered the
terminal objective (although a better one would be an outcome objective stating that the grant would not
only be submitted, but awarded.) .
Please check with your instructor for further examples and information if you still do not
understand the concepts of objective, process objective, and outcome objective.
MSW Field Manual Appendix B: 17
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
Writing Learning Contract Goals & Objectives Worksheet
Course Outcome
Addressed
Learning Goal
Objective
Workplan
Expected Outcome
Evaluation Plan
It’s a matter of stating: “Who will do what according to what standard by when”
MSW Field Manual Appendix B: 18
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
What Is It That I Want to Learn?
Questions & Considerations As You Begin Writing
Your Learning Contract
The process of developing a Learning Contract involves comparing your learning needs, goals,
and interests with the educational opportunities available to you in your practicum. The Contract
itself is focused on outcomes you are striving to achieve during your practicum. Before you begin
writing, it is essential that you familiarize yourself with the practicum requirements and the
agency’s expectations of you. You’ll want to review carefully your Practicum syllabus and the
Field Education Outcomes by Course in Sequence in the MSW Field Education Manual
(Appendix B: Resources). As a starting point, you may want to begin by forming a list of
essential “building blocks” to provide structure for your Learning Contract goals, objectives, and
outcomes. The following questions and considerations will facilitate this process:

What SKILLS do I need to build on? Identify 5-10 social work skills, choosing 3-5 to build into
your Objectives. Your Practice Skills workbook is an excellent resource.

Is there a THEORY central to my practicum work I will need to learn?
Discuss with your Field Instructor the theories and methodologies applied in your agency.

What SERVICES will I offer to Individual Clients? Families? The Community? (Assessments,
Social Summaries, Group Work, Family Therapy, Home Visits, Advocacy, Writing a Policy Manual,
Convening an Advisory Board, Facilitating a Focus Group, etc.)

What Social Worker ROLES will this setting engage me in? What will I learn?
(See Student Performance Standard for a listing of social worker practice roles)

How can I best use SUPERVISION time? What areas can I further build on?
What structure or tools will facilitate this: Agenda? Progress Recording? Audio Taping?
How can I best utilize my Field Instructor’s Supervision time? What have they suggested?

How will I address CROSS CULTURAL COMMUNICATION in this setting?
What do I need to learn/ reflect on in my practicum experience? What areas will I need to develop as
a knowledge base in order to work effectively with this population?

What are the ETHICAL and POLICY issues that may arise in my practicum?
What ethical issues emerge for social workers practicing in this agency? Are there policy
considerations/constraints the agency faces? How will the next legislative session impact this
agency? Clients? Community? What are the opportunities for systems change? Advocacy?

What TOOLS are available to me to maximize my learning experience?
There are many learning tools and resources available to students, such as process recording, studies,
literature reviews, audio/video taping, clinical assessment tools and measures. You may even want to
MSW Field Manual Appendix B: 19
try to design your own clinical measure or outcome measures to assist you to evaluate your progress
and learning gains this term.
MSW Field Manual Appendix B: 20
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
Summary of Social Work Skills Proficiency:
Assessing Your Strengths & Areas for Development
Select 3-5 Areas of Strength and/or Weakness to Address in Your Goals and Objectives
 Self Understanding
 Reflecting Content

Evaluating
 Voice, Speech, and
Language
 Reflecting Feelings

Focusing
 Body Language
 Reflecting Feelings and
Meanings

Educating
 Observing
 Partializing

Advising
 Encouraging
 Going Beyond What is
Spoken

Representing
 Remembering
 Organizing Descriptive
Information

Responding with
Immediacy
 Active Listening
 Formulating as
Assessment

Reframing
 Empathy
 Specifying Problems to
Address

Confronting
 Centering
 Establishing Goals

Pointing out Endings
 Introducing Self
 Developing an Approach

Progress Recording
 Seeking Introductions
 Identifying Action Steps
to Take

Summarizing
 Describing Initial
Purpose
 Summarizing the
Contract

Saying Goodbye
 Outlining the Client’s
Role
 Planning for Evaluation

Seeking Clarification
 Seeking Feedback
 Reviewing Action Steps

Knowledge and
Understanding of Social
Work Values

Knowledge and
Understanding of Social
Work Code of Ethics
 Probing
MSW Field Manual Appendix B: 21
Adapted from Assessment Scale in “The Social Work Skills Workbook,” 2nd Edition. 1996.
MSW Field Manual Appendix B: 22
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
Steps in Completing Your Practicum Learning Plan
A. Conceptualization (“The Big Picture”) Stage




Identify goals for social work program.
Identify goals for agency and field instructor.
Identify goals for yourself.
Identify actual learning opportunities available and possible at the practicum site.
B. Developing Activities Stage

Using the social work program expectations as a guide, you and your field instructor can develop a
list of potential tasks and activities for inclusion in the learning plan.
C. Draft Stage

Develop a draft of planned tasks and activities (using format/form provided by the social work
program) identifying:
 specific tasks and activities
 timeframe
 evaluative criteria for each task and activity
 persons and resources required for each task and activity
D. Draft Review Stage

All relevant persons (field instructor, task instructor, other staff who will be responsible for any of
your activities, faculty liaison, and of course, you) should review the draft of the learning plan.
E. Revision Stage

Using the input obtained from the review, revise your learning plan.
F. Finalization Stage

Complete a final version and submit (by the social work program’s due date!).
G. Integration Stage

Regularly integrate your learning plan into your supervisory session as a checklist for progress and
evaluation.
Adapted from “The Practicum Companion for Social Work: Integrating Class and Field Work.”
Marla Berg-Weger, Julie Birkenmaier. Allyn and Bacon, Needham Heights, MA. 2000. p10
MSW Field Manual Appendix B: 23
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
Writing the Learning Experience Narrative
Purpose: to demonstrate the ability to integrate didactic and in vivo learning experiences; to develop
critical analytical skills by identifying issues, placing them in a professional context,
applying methodology, and assessing outcomes.
Format:
Students are to follow the format described below in writing the Learning Experience
Narrative. Narratives are to be typewritten and utilize APA standards in citing the literature.
Learning Experience Narratives should have a cover sheet that includes the following
identifying information: Learning Experience Narrative # _, Student name, Agency name,
Time frame covered by the entry (e.g. week of Feb19-23, 2007), Entry due date (Due: March
1, 2007), Name of Seminar Instructor and Course title.
E.g.
Learning Experience Narrative
#4
Name: Jane Doe
Agency: Alzheimer’s Resource Agency of Alaska
Time Frame Covered: February 19-23, 2007
Date Due: March 1, 2007
Professor Eva Kopacz
SWK 631B
There are three sections to the Narrative. Section I, the introductory section should contain an
overview of the activities of the week and how those activities relate to your Learning
Contract and learning objectives. Section II consists of required elements that must be
addressed weekly. Section III is concluding topics.
Section I: Introduction
1. OVERVIEW OF ACTIVITIES OF WEEK: Provide a brief summary of the week’s field
activities. Address the relationship of each activity to your Learning Objectives.
Section II: Elements
Identify an experience or issue that arose in your placement this past week and analyze it from one of
the following perspectives.
MSW Field Manual Appendix B: 24
Discussion of the element selected should demonstrate the ability to integrate coursework and
research on the topic with critical analyses skills. Sources of information should be cited using APA
format. Statements of opinion must be substantiated by research and other authority.
If you were not in your placement during a given week (e.g. illness) select an issue from a prior week
or discuss alternatives with your seminar instructor. As a general rule, it is expected that you will be
in placement each week across the semester and can select a topic to reflect on from your current
activities.
1. KNOWLEDGE and SKILLS: select some issue arising during the week that illustrates or can be
analyzed using social work, psychological, sociological or other social science theory or research.
Specifically address the knowledge that shapes your activities and/or the activities of the
organization. If it is research, describe it and how the data apply to this situation. If it is theoretical,
cite the theory and explain how it applies here. This element provides you an opportunity to research
indirect or direct practice issues affecting your work. E.g., how much self revelation to clients is
professionally justified?
Where applicable, describe interventions or practice skills pertinent to the topic. This applies to both
indirect and direct practice. Discuss the practice skills you used or would like to have used this week
and observations of skills that others in the setting are utilizing. Specificity in this area is important.
This is a good place to illustrate your personal awareness of professional strengths and areas for
growth. The ideal would be to list a plan to address areas of growth identified.
In discussing knowledge and skills be sure to identify which you are addressing.
2. VALUES: describe an issue or situation illustrating the application of a social work value in your
agency setting. This can refer to specific social work values that are being manifested through the
services your agency offers, or a value conflict that arises for you. Reminder: values are those things
which a profession views as most desirable or preferred. The NASW Code of Ethics, for example,
begins with a description of the core social work values. Ethics are rules governing behavior
including proscripted acts and behavior. For example, stating that individuals should have the right to
determine what happens to them as long as it doesn’t hurt anyone else is a value statement. A value
conflict occurs when different values suggest different courses of action - for example, if an
adolescent girl asks us to accompany her for an abortion and your personal belief is that abortion is
morally wrong. This creates a conflict between personal values and the values of the profession.
Your critical reflection of your own emerging sense of social work values and their application in
your practicum can be an excellent point to address in the narrative. If you are part of a multidisciplinary team or working with non social work professionals and/or staff you might want to
analyze the similarities and differences in the values of the professions of the various team members.
Or you might want to examine an issue from the perspective of the conflicting or similar values of
different professionals working at your placement. As with your self-assessment, when various team
members have a value conflict consider and discuss whether it is personal values conflicting or
professional values or a blend. As noted above, be sure to incorporate knowledge informing your
reflection and reference sources.
3. PRACTICE PRINCIPLES, ETHICS AND LAWS: discuss a situation arising in the placement
related to one of the following: practice principles, laws, social work ethics, ethical problems or
ethical dilemmas. Be certain to differentiate between practice principles, professional ethics,
ethical problems, ethical dilemmas, and laws. They often are interrelated, but also differ as do
their mandates and sanctions. Laws and practice principles frequently have an ethical dimension.
Laws can vary from state to state and are continually evolving. In a given situation something may be
legal but not ethical or something may be both illegal and unethical resulting in potentially different
MSW Field Manual Appendix B: 25
consequences and sanctions. Ethics are rules governing behavior including proscripted acts and
behavior. Ethical problems raise the question: What is the right thing to do. Ethical dilemmas refer to
situations in which the social worker must choose between two or more relevant, but contradictory,
ethical directives, or when every alternative results in an undesirable outcome for one or more
persons. If selecting an ethical code or concern for your focus please refer to the specific section of
the Code of Ethics by citing the applicable paragraph and section. If an ethical dilemma occurs,
analyze it and provide a framework and rationale for your proposed or actual resolution. If you are a
member of an interdisciplinary team, you may wish to compare the Codes of Ethics of the various
team members or discuss divergent views on how to address a given situation in relation to the
various codes of ethics. If you are discussing a practice principle or law, please reference it with
appropriate citation.
4. BOUNDARY ISSUES: describe situations and circumstances where your personal and professional
lives are being interwoven or there is a potential to do so. Boundary issues refer to professional
boundaries which should be segmented from other parts of your life - business, sex, family, religion,
politics, friendships, etc. When discussing boundaries, indicate the nature of the actual or potential
conflict and your plans to deal with it. Boundary issues can arise with clients, supervisors, other staff,
peers, and faculty. Again, the expectation is that you will cite the knowledge base informing your
thinking. There is a great deal of literature on boundaries. For example, professionals from a
humanistic perspective take a very different approach than professionals from a psychoanalytic
perspective. What is appropriate in an isolated rural community or bush village versus a metropolis
such as Manhattan may differ. A persons culture, the age of the client (e.g. child vs. adult), the nature
of the issues and intervention all can influence perspective and parameters.
5. SOCIAL POLICY ISSUES: describe how social policy affects specific things you are doing in the
placement or the way your organization does business. This refers to social policy - not the rules or
policies of an organization. Organizational rules or policies should be covered in the organizational
issues section. Examples of social policy include - reporting child and elder abuse,
deinstitutionalization, the mandate of providing education in the least restrictive environment
(“mainstreaming” vs. special classes), welfare to work, Native Hiring Preferences, and Affirmative
Action. Key talking points may include the official name of the policy, when the policy was enacted,
social problem addressed (e.g. child abuse), funding source, goal and key principles of the policy,
how the policy relates to the population you serve or your organization’s mission and programs, your
reaction to the policy as practiced in your organization. You may want to address the policy from the
perspective of work with an individual client and the impact of that policy on one client you are
working with or you may choose to address it in relation to an entire group of individuals e.g. the
Medicaid CHOICE waiver or involuntary commitment laws.
6. ORGANIZATIONAL ISSUES: Describe an organizational issue(s) significant to your work. What
are “real world” issues impacting on what you are (or in some cases are not) doing. Reality may be
budgetary constraints on the agency, its policies and practices, its personnel rules, its mission, its
restrictions on people it serves, staff issues, planning and governance, leadership, program design and
development, structure and roles, power structures, human resource management, information
systems, financial management etc. Each of these topics contain multiple possibilities for discussion.
For example, staff issues could include personal issues by staff which are brought into the workplace,
staff which have impossible assignments such as a Parole Officer with 500 cases, staff having
different opinions about how a client or situation should be handled, staff value and ethical conflicts
e.g. in a hospital setting the staff might have strong feelings about a patient’s decision to discontinue
renal dialysis. Another staff issue that could be described is how different professional disciplines
react to the same situation.
Section III: Concluding Topics
MSW Field Manual Appendix B: 26
Additional topics to be included in each Narrative.
1. SUPERVISION ISSUES. Describe and discuss topics addressed in supervision with your Field
Instructor this week.
2. SIGNATURE AND DATE. Sign and date your Narrative.
MSW Field Manual Appendix B: 27
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
Getting Started:
Ideas for the First Three Weeks of Practicum
A successful practicum almost always starts with the student being assigned responsibility for a project
or giving direct services to clients within the first three weeks of the student’s arrival. The following list
offers several ideas for initial practicum learning opportunities.

Develop a list of questions with your Field Instructor as you begin a windshield survey of the
community, examining the needs and concerns your agency is addressing by speaking with clients in
the waiting room, staff members, or through your interaction with referral agencies.
You may want to review prior needs assessments that have been conducted by the agency.

Shadow a social worker or other key staff member during their workday at the agency, in their
interaction with clients, at meetings and presentations, as well as in working on projects you will be
assigned to. Discuss with your Field Instructor your observations and questions.

Gain insight into the client’s experience of your agency’s services by walking through each program
or unit of the agency, from the point of referral to completing the program services. Consider the
questions, concerns and needs a client may have at each stage of this process.
You may also want to briefly talk with clients or referral agencies to get their impressions.

Attend Inter-Disciplinary Team Meetings, Case Conferences, Board Meetings, or Task Force
Meetings along with your Supervisor or Field Instructor. By using group process recording to
examine what is taking place at these meetings, you can gain insight into how social workers
function in the agency and strategies for facilitating a meeting successfully.

Observe the Intake process, examining and discussing with your Field Instructor how clients are
referred to the agency, the range of concerns presented, how decisions are made related to opening or
referring a case, as well as what other resources in the community are utilized.
If you will be offering Intakes as part of your practicum, arrange to have a staff member or
Supervisor observe you during an Intake and offer you feedback on your interviewing style.

Using a case review form provided by the agency, review selected case files provided by your
Supervisor. Often done with the intent of organizing case records or updating data base information,
the review of selected case files can teach you a great deal about the agency’s reporting requirements,
how services are provided and offer you a profile of clients served.

Orientation in many agencies includes being assigned a project of your own. Examples of tasks in
the early weeks of your project include informing other service providers of a new service offered,
making calls as part of a needs assessment or program evaluation, examining a gap in service
delivery or researching potential grant funding sources.

Familiarize yourself with the significant legislation and funding which impacts your agency, as well
as the ethical and practice issues that they present. Begin a file of professional journal articles related
to issues and concerns you will encounter in your practicum experience. Explore the internet for
related sites of interest to bookmark and reference.
MSW Field Manual Appendix B: 28
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
MSW PRACTICUM
Student Name
Date
SAMPLE WEEKLY SUPERVISION AGENDA
AGENDA
AREAS FOR DISCUSSION TODAY
ACTIVITIES FOR THE WEEK
Assignments and Activities
Priorities
AREAS FOR DISCUSSION
Client Activity and Intervention Plan
Review Progress on Case Studies
Review Progress on Learning Objectives
Observations of Strengths and Weaknesses
Learning Gains this Week
PLANS FOR NEXT WEEK
Assignment and Activities
Presentation of Case Study
Schedule for Supervision
MSW Field Manual Appendix B: 29
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
Process Recording Guidelines and Formats
Purpose:
To enhance the student’s ability to recall the details of their interactive work with clients; to write
clearly and coherently about the complex thoughts, reactions, and feelings that arise in the work
with clients; to integrate theoretical concepts, skills, and values into the learning experience and
insight being gained in practice.
Format:
Several formats are available and can be modified by the Field Instructor to address the agency’s
services and student’s learning needs. Each format begins with a description of Identifying
Information, Purpose, and Observations. This information defines the context of the
intervention while allowing the student to demonstrate their understanding of the bio-psycho-social
realities and unique aspects of the client and their situations. This may include the purpose and
dynamics of the group session, or pre-meeting activity, goals and perceptions. This is followed by
a section on Assessment, Analysis, and Planning.
Process recording has been used successfully in an array of learning experiences ranging from
individual, couple and family sessions to group work with clients, community groups, and
coalitions.
Example:
Susanna J. Wilson in the classic text Recording: Guidelines for Social Workers suggests the
following format can be used to help students differentiate and integrate the cognitive and affective
components of their interaction with clients.
Field Instructor’s
Comments
Content Dialogue of
Interaction
Initial Reactions,
Feelings / Responses
Student Analysis /
Assessment
The field instructor can
make comments and
offer feedback right
opposite the content –
dialogue and
feelings/reactions the
student records.
The student uses this
space to record their
interaction with the
client, word for word.
This is to include the
verbal and non-verbal
communications, such
as interruptions, silence,
and interactions that
may not have been part
of the planned
intervention.
The student records
here how they were
feeling as the dialogue,
activity, or interaction
was taking place. Being
as open and honest as
possible allows the
student to explore their
own initial reactions,
feelings, and responses,
including the values
upon which these
reactions are based.
The student analyzes
their interventions, the
skills they were using,
and critically assess
their own work. There
may also be comments
related to care planning
or steps to take in the
next intervention.
Adapted from the Virginia Commonwealth University School of Social Work
MSW Field Manual Appendix B: 30
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
CASE PRESENTATION SAMPLE OUTLINE
Field Education Case Studies
Case Study Profile of Client/Family/System Intervention
Overview of Presenting Problem(s)
Why Case was Selected for Study
Assessment of Client's Environment at Multiple Levels
Eco-System Analysis of Client, Family, Community, and System Needs
e.g., Social Summary, Genogram, or Ecomap Presentation
Review Sequence of Events Leading to Occurrence of Presenting Problem
Identification of Client and Family Systems Strengths
Discussion of Cultural Implications for Intervention
Application of Theory, Research, and Practice Models
Discussion of the Application of Theory to Practice (2-3 Models)
Review and Discussion of 3-5 Related Journal Articles
Assessment and Intervention Strategies Utilized by the Student
Identification of Intervention Goals and Strategies
Risk/Benefit of Strategy, Timeline for Intervention, Outcome
Review Student's Role in Intervention and Clinical Skills Used
Presentation of Student Learning Objectives
Identify Strengths/ Weaknesses in Skill Application
Identify Areas for Further Development
Address the Social Worker Role in Interagency Collaboration and Advocacy
Identify Social Worker's Role to Client, Agency, and Community
Identify Relevant Standards of Care, Practice Standards, or Policy
Discuss Social Work Values & Ethical Considerations
Additional Areas for Consideration
Review Issues Raised by this Case for the Students
Summary & Conclusion
MSW Field Manual Appendix B: 31
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
Suggested Precautions to Follow During Home Visits

Review the agency’s written policies and procedures regarding home visits, as well as other
safety related issues. Ask a staff member familiar with the community to personally orient
you.

Be familiar with your environment: entrances, exits, places to avoid as well as safe places.
Project an image of knowing where you are going and what you are doing, even if you don’t.
The last thing you want to do is look preoccupied, distracted or lost.

Observe how clients are dressed and their body language. Are they wearing coats, jackets or
other clothing that may conceal a weapon?

Always be sure you have enough gas in the vehicle you are driving, and either a cell phone or
change to place several calls with you at all times.

Visit at times of high activity, like 8:00 to 10:00 am or 2:30 to 4:00 pm, when children in the
home or neighborhood are going to school or getting out of school.

Select a time when people who are known to be violent are out of the home.

Be mindful that your own clothing and jewelry not misrepresent you or put you at risk for
being a target for a crime, such as expensive jewelry or clothing that could be interpreted as
provocative or reflective of gang membership.

If it seems appropriate in the community and the client or family agrees, walk around the
neighborhood, visit the park together or sit on the porch with the family from time to time, so
others can see that you are there with the client’s permission.

While protecting the client’s confidentiality, be prepared to answer questions simply and
directly pertaining to who you are, what you are doing and why you are with the client. This
may be important in demonstrating to neighbors that you are not a salesperson, missionary,
police officer or even a new drug dealer in the neighborhood.

ALWAYS let the staff at the agency know where you are going and when you will return.

Call clients ahead of your visit to let them know to expect you at a certain time. Ask them
contact the agency if you are late.

At the door, listen before you knock. If you hear sounds that convey a threatening situation is
going on, leave immediately.
MSW Field Manual Appendix B: 32

Stand to one side of the door when you knock, not directly in front. Do not accept invitations
such as, “Is that you? Just come in.” Identify yourself and ask the occupant to come to the
door to let you in.

Once inside, be alert and observant of your environment. Are there any weapons around?

Are drugs being used in the home? Is someone intoxicated and physically acting out? In such
cases, inform your primary client that you cannot remain and try to reschedule the visit.
Regardless, get out.

If a client or family member’s language or behavior begins to escalate, do not get physical.

If you are in a situation that is escalating:
DIVERT
Refocus the attention to another subject. Change seats. Ask for a cup of
water.
DIFFUSE Using a clear, confident tone of voice, convey you agree with the person
and how they feel they have been treated. Assure them they are safe.
DELAY
Ask to postpone your discussion, or “practice strength in numbers” by
calling for back up assistance, if the situation requires you remain in the
home.
Or,
LEAVE
While none of us like to think of the possibility that any of the aforementioned will happen to us,
taking safety precautions and paying attention to the environment we are working in is a critical
aspect of home based work and being effective as a social worker in the community.
Many agencies offer safety training related to home visits as well as de-escalating potentially
violent clients. You are encouraged to participate in these trainings when they are offered.
If you any questions or need further guidance, contact your Field Instructor, Faculty Liaison, the
MSW Field Education Coordinator or the UAA School of Social Work.
Adapted from Tulane University, School of Social Work
MSW Field Manual Appendix B: 33
Can state steps in
process
Understand
interactions as
basis for analysis;
Understands
individual is part
of environment
which both
impacts on and is
impacted by
individual
Learns values;
differentiate
professional and
personal values
Learns Code
Conceptualizes
helping interaction
as one that
identifies and
builds on strengths
- not deficits
Assume no
knowledge
Assume no
knowledge
Assume no
knowledge
Assume no
knowledge
Assume no
knowledge
Problem
Solving
Systems
Ecology
Social Work
Values
Social Work
Code of
Ethics
Strengths
Approach
Generalist*
Adv. Gen.
Understands how
approach
promotes better
outcomes;
indications and
contra-indications
Conceptualizes
persons and
organizations as
parts of complex
environments
which interact and
have a reciprocal
affect on one
other ; combines
understanding of
ecology with that
of systems
How to resolve
value conflicts;
distinguish from
ethics and laws
Understanding of
ethical conflicts
and resolution;
legal issues
Understands
application in
various levels of
practice
Understand
complex, higher
level systems (e.g.,
families, social
service system)
Outcome
Knowledge
Assume no
knowledge
ab initio
Assume no
knowledge
Assume no
knowledge
Assume no
knowledge
Assume no
knowledge
Assume no
knowledge
Assume no
knowledge
ab initio
Applies
assessment and
intervention
planning with
individual, group,
or family
Applies values to
selection of
intervention
strategies
Applies specific
sections of code to
professional
behavior
Adv. Gen.
Applies
assessment and
intervention
strategy at
different levels of
practice (e.g.
micro and macro)
Assess and plans
change
intervention
strategy for
individual and
more complex
system w/
understanding of
how ecological
factors affect
process and
outcome
Demonstrates
ability to analyze
and resolve value
conflicts
Ability to analyze
and resolve ethical
conflicts
Application w/
individuals and
more complex
systems
Application of
theory to change
individual and
more complex
systems
Outcome
Application in
practice w/
individual, group,
or family
Individual, group,
or family
assessment and
intervention plan
demonstrates
application of
systems theory
Individual, group,
or family
assessment and
intervention plan
includes analysis
of biological,
social, and cultural
environment and
how these affect
intervention
Generalist*
Skills
FIELD EDUCATION
Knowledge, Skills, & Values
Generalist and Advanced Generalist
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
University OF Alaska Anchorage
Assume none
Assume none
Assume none
Assume none
Assume none
Assume none
ab initio
Reinforces
professional
mission and
identity
Contributes to
professional
identity,
leadership,
autonomy, and
clients protection
Best change is one
that incorporates
strengths of all
people and
systems involved
Organizations
operate in
complex
environments
including fiscal,
regulatory,
cultural, and
political.
Change requires
analysis of many
levels of systems
affecting situation
MSW Field Manual Appendix B: 34
Growth depends
on strengths rather
than deficits
Conveys
professional
mission and
identity
Establishes
parameters for
professional
behavior
Individual
operates in context
of environment the understanding
of which is
essential to
understanding his
behavior
Adv. Gen.
Approach can
reduce conflict in
making decisions
Outcome
Systematic
approach
facilitates rational
decision making
Behavior changes
by interaction with
others
Generalist*
Values
Overarching Issues
There are a number of “overarching” issues which are interwoven at every opportunity for
discussion in field education seminars. These issues include leadership and professionalism
demonstrated by Social Workers in the various settings; unique assessments and interventions
with Alaska Natives and other minority populations found in Alaska; sensitivity to cultural
differences; unique gender issues and perspectives; identification of overt and subtle racism,
sexism, age discrimination, homophobia, and imposition of personal religious values in students,
teachers, institutions, and communities; the effects of economic status; practices and values
unique to Alaska; differences between urban and rural practice; domestic violence; advocacy on
behalf of consumers; and behavioral health (mental health, substance abuse) issues.
* The outcomes specified for Generalist Studies (Foundation Year, nominal first year) are the entry level
Knowledge, Skills, and Values assumed for students starting Advanced Generalist studies (Concentration Year,
nominal second year).
MSW Field Manual Appendix B: 35
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
Recommended Reading
“The Practicum Companion for Social Work: Integrating Class and Field Work.” Berg-Weger and
Birkenmaier. Allyn and Bacon, Needham Heights, MA. 2000. Chapter 1.3 (Practice
Application), pp12 - 17
“Field Instruction: A Guide for Social Work Students,” 3rd Edition. Royse, Dhooper, and Rompf.
Addison Wesley Longman, Inc., New York, NY. 1999. pp. 18 – 19
“Field Instruction: A Guide for Social Work Students,” 3rd Edition. Royse, Dhooper, and Rompf.
Addison Wesley Longman, Inc., New York, NY. 1999. pp. 22 – 37
“Field Instruction: A Guide for Social Work Students,” 3rd Edition. Royse, Dhooper, and Rompf.
Addison Wesley Longman, Inc., New York, NY. 1999. pp. 103 – 104
“The Social Work Practicum: A Guide and Workbook for Students.” Horejsi and Garthwait. Allyn
and Bacon, Needham Heights, MA. 1999. Chapter 5 (Using Supervision), pp 46–57.
“Journal of Teaching in Social Work,” Vol. 7(2) Royse, Dhooper, and Rompf. The Haworth Press,
Inc. 1993. Anxiety Preceding Field Work: What Students Worry About pp 81-95
“Ten Tips for a Successful Field Placement.” Ligon and Ward. The New Social Worker.
Spring 1998.
Center for Substance Abuse Treatment. (1999). Cultural Issues in Substance Abuse Treatment.
Rockville, MD: U.S. DHHS SAMHSA CSAT. DHSS Publication No. (SMA 99-3278). Free
copies available at http://store.health.org/catalog/productDetails.aspx?ProductID=15449
(updated 8-16-04)
Center for Substance Abuse Treatment. (2001). A Provider’s Introduction to Substance Abuse
Treatment for Lesbian, Gay, Bisexual, and Transgender Individuals. Rockville, MD: U.S.
DHHS SAMHSA CSAT. DHSS Publication No. (SMA 99-3278). Free copies available at
http://store.health.org/catalog/productDetails.aspx?ProductID=15881
(updated 8-16-04)
Barnett, J.E. Must Some Boundaries Be Crossed?
Proscio, T. (2001). How Foundations Garble Their Message and Lose Their Audience: Bad Words
For Good. New York: The Edna Clark McConnell Foundation. (May be downloaded at
http:/ www.emcf.org/pub/index.htm) current as of 8-16-04
MSW Field Manual Appendix B: 36
Appendix C: Program Information
Overview of MSW Curriculum
Layout of MSW Curriculum by Semester and Sequence
MSW Course Descriptions
MSW Graduate Certificates
UAA Affirmative Action Policy
UAA Sexual Harassment Policy
MSW Field Manual Appendix C: 1
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
Overview of MSW Course Curriculum
The MSW curriculum is sequential and must be taken as specified. Courses are typically offered
only in the semester indicated. Not taking courses in sequence could delay graduation. All
exceptions to the curriculum sequence are subject to approval by the Faculty Advisor and the
MSW Program Coordinator.
The MSW Program offers full-time and part-time plans for degree completion. Full-time and
part-time plans ensure student completion of the program within 1 to 4 years. Part-time and fulltime students take the same courses. The only distinction is the timing in the curriculum plan
over the 1, 2, or 4 years (depending on program plan). There are no separate or different course
sections or course requirements for part-time students. This provides equal quality of education
for full- and part-time students. Students are required to adhere to the program plan to which they
have been admitted. Only under extenuating circumstances, and with the approval of the MSW
Program Coordinator and Faculty Advisor, can a student change from one plan to another. A
written request must be submitted to the MSW Program Coordinator. The Coordinator may
request supporting documentation of need for the change.
MSW Field Manual Appendix C: 2
Master of Social Work Program Graduate Studies Plan
Full-Time 2 year
Name:
UAA ID:
FOR USE BY THE SCHOOL OF SOCIAL WORK ONLY:
Prerequisite(s) Completed?
Other:
Completed:
LSHD
Admitted Unconditionally
date:
Biology
date:
FALL
Class
Number
SWK 630
(1 credit)
SPRING
Semester
Taken
Class
Number
SWK 607
(3 credits)
Practice Skills Lab
SWK 624
(4 credits)
SWK 636
(3 credits)
SWK 645
(3 credits)
Advisor
Approved
Elective
(3 credits)
16 credits
Foundation Practice
Direct Practice I
Generalist Practicum I
Human Behavior in the
Social Environment
Human Diversity in
Social Work Practice
FALL
Class Number
Title
Semester
Taken
Title
Contemporary Social
Welfare Policy &
Services
Foundation Research
Methods
Community Practice
Generalist
Practicum II
SPRING
Semester
Taken
Class
Number
SWK 647
(4 credits)
SWK 635
(3 credits)
SWK 698
(3 credits)
TWO Advisor
Approved
Elective
(6 credits)
16 credits
Social Policy for
Advanced Gen Practice
Program Evaluation
Direct Practice II
Advanced Gen.
Practicum III
Organizational Practice
Title
Semester
Taken
Title
Advanced Gen.
Practicum IV
Advanced Gen.
Integrative Seminar
MSW Research
Project
SECOND YEAR
Class
Number
SWK 608
(3 credits)
SWK 628
(3 credits)
SWK 633
(3 credits)
SWK 646
(3 credits)
SWK 634
(3 credits)
15 credits
date:
FIRST YEAR
SWK 631
(3 credits)
SWK 632
(3 credits)
SWK 644
(3 credits)
SWK 642
(3 credits)
SWK 643
(3 credits)
16 credits
Title
Statistics
Semester Taken
MSW Field Manual Appendix C: 3
Master of Social Work Program Graduate Studies Plan
Part-Time 4 year
UAA ID:
Name:
FOR USE BY THE SCHOOL OF SOCIAL WORK ONLY:
Prerequisite(s) Completed?
Other:
Completed:
LSHD
date:
SUMMER
Class
Number
Foundation
Practice
Class
Number
SWK 643
(3 credits)
SWK 642
(3 credits)
Opportunity
SUMMER
Statistics
Title
SPRING
Semester
Taken
Human
Diversity in
Social Work
Practice
Human
Behavior in
the Social
Environment
Class
Number
SWK 607
(3 credits)
Practice Skills
Lab
Semester
Taken
Contemporary
Social Welfare
Policy &
Change
SPRING
Class
Number
SWK 632
(3 credits)
Direct
Practice I
Class
Number
SWK 636
(3 credits)
SWK 644
(3 credits)
Generalist
Practicum I
SWK 645
(3 credits)
Title
Title
Advisor
Approved
Elective
(3 credits)
FALL
Semester
Taken
date:
Semester
Taken
Title
Semester
Taken
Community
Practice
Generalist
Practicum II
SECOND YEAR
Title
date:
FALL
Semester
Taken
Advisor
Approved
Elective
Class
Number
SWK 630
(1 credit)
Advisor
Approved
Elective
Biology
FIRST YEAR
SWK 631
(3 credits)
Title
Admitted Unconditionally
Opportunity
SUMMER
SWK 624
(4 cred’s)
Title
FALL
Semester
Taken
Foundation
Research
Methods
Advisor
Approved
Elective
Class
Number
Title
SWK 608
(3 credits)
SWK 628
(3 credits)
SPRING
Semester
Taken
Class
Number
Title
Social Policy for
Advanced
Gen. Practice
SWK 698
(3 credits)
MSW Research
Project
Program
Evaluation
Advisor
Approved
Elective
Opportunity
Opportunity
SUMMER
Title
Organizational
Practice
Opportunity
FALL
Semester
Taken
Class
Number
SWK 633
(3 credits)
SWK 646
(3 credits)
Title
Direct Practice
Advanced
Generalist
Practicum III
SPRING
Semester
Taken
Class
Number
SWK 647
(4 credits)
SWK 635
(3 credits)
Title
Semester
Taken
Advanced Gen.
Practicum IV
Advanced Gen.
Integrative
Seminar
FOURTH YEAR
Class
Number
SWK 634
(3 credits)
Advisor
Approved
Elective
Semester
Taken
THIRD YEAR
Class
Number
ELECTIVES:
Class Number
Title
Semester Taken
MSW Field Manual Appendix C: 4
Master of Social Work Program Graduate Studies Plan
ADVANCED STANDING:
Full-Time 1 year
Name:
UAA ID:
FOR USE BY THE SCHOOL OF SOCIAL WORK ONLY:
Prerequisite(s) Completed?
Other:
Completed:
LSHD
Admitted Unconditionally
date:
Biology
date:
FALL
Title
date:
SPRING
Semester
Taken
Class
Number
SWK 647
(4 credits)
SWK 635
(3 credits)
SWK 698
(3 credits)
TWO Advisor
Approved
Elective
(6 credits)
16 credits
Social Policy for
Advanced Gen Practice
Program Evaluation
Direct Practice II
Advanced Gen.
Practicum III
Organizational Practice
Semester
Taken
Title
Advanced Gen.
Practicum IV
Advanced Gen.
Integrative Seminar
MSW Research
Project
SECOND YEAR
Class
Number
SWK 608
(3 credits)
SWK 628
(3 credits)
SWK 633
(3 credits)
SWK 646
(3 credits)
SWK 634
(3 credits)
15 credits
Statistics
ELECTIVES:
Class Number
Title
Semester Taken
MSW Field Manual Appendix C: 5
Master of Social Work Program Graduate Studies Plan
ADVANCED STANDING:
Part-Time 2 year
Name:
UAA ID:
FOR USE BY THE SCHOOL OF SOCIAL WORK ONLY:
Prerequisite(s) Completed?
Other:
Completed:
LSHD
date:
SUMMER
Title
Organizational
Practice
Statistics
Class
Number
Title
SWK 608
(3 credits)
SWK 628
(3 credits)
SPRING
Semester
Taken
Class
Number
Title
Social Policy for
Advanced
Gen. Practice
SWK 698
(3 credits)
MSW Research
Project
Program
Evaluation
Advisor
Approved
Elective
(3 credits)
FALL
Semester
Taken
Class
Number
SWK 633
(3 credits)
SWK 646
(3 credits)
date:
Title
Direct Practice
Advanced. Gen.
Practicum III
Semester
Taken
SPRING
Semester
Taken
Class
Number
SWK 647
(4 credits)
SWK 635
(3 credits)
Title
Semester
Taken
Advanced. Gen.
Practicum IV
Advanced. Gen.
Integrative
Seminar
SECOND YEAR
Title
date:
FALL
Semester
Taken
SUMMER
Class
Number
SWK 634
(3 credits)
Advisor
Approved
Elective
(3 credits)
Biology
FIRST YEAR
Class
Number
Admitted Unconditionally
ELECTIVES:
Class Number
Title
Semester Taken
Please note: 6 credits of advisor approved electives
are required for advanced standing students.
MSW Field Manual Appendix C: 6
University OF Alaska Anchorage
MASTER OF SOCIAL WORK FIELD EDUCATION PROGRAM
MSW COURSE DESCRIPTIONS
Policy
SWK A607: Social Welfare Policy and Services (3 credits) Provides a basic understanding of the history and
current patterns of provision of social welfare services in the United States. Content includes the response of the
social welfare system to those in need and the role of the legislature, interest groups, and advocates in the policymaking process. Problems and issues that people confront as a result of discrimination are examined. Policy analysis
frameworks are used to identify key issues, understand policy development, and assess the impact of social welfare
policy in providing economic and social justice for poor and at-risk populations.
SWK A608: Social Policy for Advanced Generalist Practice (3 credits) Prepares practitioners for developing
policies and programs in a political economy. Examines contemporary social needs in a diverse and inequitable
society. Emphasizes roles of research and evaluation in a policy process.
Research
SWK A624: Foundation Research Methods (4 credits) Introduces students to fundamental research principles and
practices in Social Work. Emphasis is on preparing students to be informed consumers of the professional research
literature.
SWK A628: Program Evaluation (3 credits) Theory and practice of agency or community-based research and
evaluation. Course topics include commonly used evaluation models and research designs, politics and ethics of
conducting and using research in an applied setting, communicating findings.
SWK A698: MSW Research Project (3 credits) Students complete an applied research project of use to a social
service program and/or the profession. Completion of the project, including statement of the problem, literature
review, design methodology, data analysis, and implications of the findings. Public presentation of the project
culminates the research sequence.
Practice
SWK A630: Practice Skills Laboratory (1 credit) Knowledge and understanding of basic interpersonal skills
needed for generalist social work practice. Experience in applying the skills to individual, family, and group settings.
Attention to inter-ethnic communication skills and non-traditional settings.
SWK A631: Foundation Practice (3 credits) Introduction to generalist social work practice, focusing on problemsolving and planned change for clients and systems in need of professional intervention. Emphasis is on professional
identity, values, ethical and legal issues in practice, functioning on multidisciplinary teams, technical writing, and
evidence-based practice.
SWK A632: Direct Practice I (3 credits) Continues the problem-solving change approach with attention to
assessment, intervention, and termination. Emphasis is on ways of knowing. Includes evidence-based practice and
introduction to bio/psycho/social theories which inform social work practice with individuals, families, and groups.
The course also addresses “being a practitioner” within an agency setting.
SWK A633: Direct Practice II (3 credits) Focuses on the application of practice theory in the context of advanced
generalist practice. Emphasizes the refinement of skills for assessment, intervention, and evaluation of social work
practice with a variety of client systems focusing on the theoretical and empirical justification for those interventions.
SWK A634: Organizational Practice (3 credits) Provides an ecosystemic perspective for organizational social
work practice with programs, staff, organizations, and larger systems. Covers advanced generalist roles such as
agency administrator, program planner, supervisor, and community organizer. Specific attention is also given to the
challenges encountered when working with larger systems.
MSW Field Manual Appendix C: 8
SWK A635: Advanced Generalist Integrative Seminar (3 credits) Capstone course for the advanced generalist
practice sequence. Provides students with the opportunity to integrate ecosystemic theory and problem-solving
approaches with direct and organizational practice. Fulfills competency exam requirement.
SWK A636: Community Practice (3 credits) Focuses on practice and skills in community development,
community planning and community organizing, and analysis of community practice models.
Field Education
SWK A644: Generalist Practicum I (3 credits) Part one of generalist practicum sequence. Student applies social
work knowledge, skills, values, and ethics within an organization and/or community context. The student completes
240 practicum hours in an approved setting under the supervision of a MSW field instructor appointed by the
university.
SWK A645: Generalist Practicum II (3 credits) Part two of generalist practicum sequence. Student applies social
work knowledge, skills, values, and ethics within an organization and/or community context. The student completes
240 practicum hours in an approved setting under the supervision of a MSW field instructor appointed by the
university.
SWK A646: Advanced Generalist Practicum I (3 credits) Part one of advanced generalist practicum sequence in
which student performs as an advanced generalist social worker within an organization and/or community context.
The student completes 240 practicum hours in an approved setting under the supervision of a MSW field instructor.
SWK A647: Advanced Generalist Practicum II (4 credits) Part two of the generalist practicum sequence in which
student performs as an advanced generalist social worker within an organization and/or community context. The
student completes 300 practicum hours in an approved setting under the supervision of a field instructor.
SWK A639: Advanced Generalist Intensive Practicum (7 credits) Advanced generalist block practicum in which
student performs as an advanced generalist social worker within an organization and/or community context. The
student completes seminar and 540 practicum hours in an approved setting under the supervision of a MSW Field
Instructor.
Human Behavior in the Social Environment
SWK A642: Human Behavior in the Social Environment (3 credits) Identification and advanced analysis of
various theoretical frameworks for understanding human behavior with emphasis on the reciprocal interactions
between the individual and systems of social environment including families, groups, organizations, and
communities.
SWK A643: Human Diversity in Social Work Practice (3 credits) Examination of human diversity in relation to
discrimination, oppression, and populations at risk. Exploration of strategies that advance social and economic justice.
Historical and contemporary influences on group membership and affiliation are addressed along with values,
knowledge, and skills for effective generalist social work practice with diverse populations and clients.
Electives
SWK A651: Mental Health Practice Issues (3 credits) Preparation to work in a variety of mental health settings,
including in-patient, community mental health centers, clinics, family services, specialized service settings for
developmentally disabled persons, and alcohol treatment centers. Demonstrates brief treatment and case management
models. Addresses strengths of families and individuals.
SWK A654: Supervisory Management in Social Work (3 credits) Prepares graduate students and practitioners
for social work supervisory management roles. The course provides a theoretical framework for supervisory
management methods and processes, and will address essential knowledge, values, and skills in these professional
functions. Issues of gender and race as it relates to supervisory management will also be explored.
SWK A656 Treatment of Families (3 credits). Explores systems theory with specific attention to applications to
and implications for family treatment. Understanding relationship dynamics from a systemic point of view. Major
family therapy and treatment approaches, issues, and dynamics.
MSW Field Manual Appendix C: 9
SWK A659: Leadership and Decision Making in Social Work (3 credits) Focus on knowledge and skills related
to leadership and decision-making for potential leaders of social organizations. Emphases include leadership theory
and analysis of leadership styles and decision-making theory and techniques. Issues of gender and race as they relate
to leadership and decision-making will also be explored.
SWK A660: Financial Leadership for Social Work Administrators (2 credits) Focuses on the budgeting process
and how it relates to social service program planning, accounting methods and procedures, financial evaluation, and
financial accountability. Values and ethics relating to financial administration in the nonprofit sector emphasized.
Gender and race and their interpersonal/social influences on the financial management process are explored.
SWK A661: Marketing in the Social Sector (2 credits) Focuses on the nature, role, and relevance of social sector
marketing, the nature of the public relations activities, the major concepts and tools to analyze an organization’s
markets, and potential strategies/guidelines for the development and implementation of marketing programs.
SWK A662: Financial Resource Development for Social Services (2 credits) Explores the planning, conducting,
and evaluation of fundraising activities, the development of mission-based fundraising, donor identification and
relations, spectrum-wide fundraising (in-kind support, private support, private/public grants), social entrepreneurship
and fundraising ethics and accountability.
SWK A663: Clinical Social Work with Children and Adolescents (2 credits) Preparation for clinical work with
children and their families. Review of fundamental issues in child and adolescent development will provide the
groundwork for development of effective assessment and treatment skills. Emphasis will be placed upon
understanding the child/adolescent within the family, community, and cultural context, incorporating these factors
into treatment approaches and planning.
SWK A664: Clinical Social Work with Adults (2 credits) Preparation for advanced clinical social work in a
variety of social settings with adults suffering from behavioral disorders and problems coping with environmental
stressors. Focus upon skills for assessment, application of evidence-based interventions and evaluation.
SWK A665: Comparative Group Work (3 credits) Equips students with theoretical and practical knowledge to
differentially implement group interventions in a variety of settings with diverse populations. This course focuses on
professional practice with groups. Students enter this course with beginning knowledge, skills, and values for
understanding professional social work practice.
SWK A667: Clinical Group Therapy (2 credits) Equips social work students with knowledge and skills to
independently practice clinical group therapy. Theoretical concepts and scientific findings will be applied to
understand the practice of clinical group therapy which is short-term, structured, and theme-centered. Students must
currently be leading or have led a clinical therapy group.
SWK A672: Social Work with Families and Couples (2 credits) Preparation for advanced work with complex
families. Major focus on family systems theories and systemic therapeutic interventions with acute and chronic
dysfunction. Provides substantive knowledge of systemic interventions with multi-problem families. Special attention
to poverty, addictions, family violence, family disruption, divorce, and issues encountered by nontraditional families.
SWK A690: Special Topics (1-3 credits) Focus on current topics related to social work services, diverse client
groups, and fields of practice. SWK 690 may be repeated for credit with different subtitles.
SWK A697: Independent Study (3 credits) An independent study course consisting of topics or problems chosen
by the student, guided under the supervision of a full-time faculty member. The course is not a duplication of and
must differ significantly from a catalog course. Independent study provides the opportunity for students who have
completed most of the required courses in the MSW Program to study topics which are not offered.
MSW Field Manual Appendix C: 10
GRADUATE CERTIFICATE IN SOCIAL WORK MANAGEMENT
The Graduate Certificate in Social Work Management prepares MSW graduates to be managers
in social service settings. Students develop advanced knowledge and skills in organizational
practice, supervisory management, leadership and decision-making, marketing in the social
sector, financial resource development, budgeting and fiscal management.
The curriculum is based on the Leadership and Management Practice Standards established by
the National Network for Social Work Managers.
Please note the Certificate program is separate from the MSW program and requires two
applications:
 The graduate Certificate Application is due to the School of Social Work by
November 15th.
 The UAA Application for Admission to a Certificate Program is due to Enrollment
Services no later than November 1st for Spring admission.
Curriculum Requirements: (Total = 15 credits):
MSW Required Course (3 credits):
SWK A634 Organizational Practice
3 credits
MSW Elective Courses (12 credits):
SWK A654 Supervisory Management in Social Work
SWK A659 Leadership and Decision-Making in Social Work
SWK A660 Financial Leadership for Social Work Administrators
SWK A661 Marketing in the Social Sector
SWK A662 Financial Resource Development for Social Services
3 credits
3 credits
2 credits
2 credits
2 credits
Graduates of the Graduate Certificate in Social Work Management will be able to demonstrate
the knowledge and skills to perform organizational social work practice roles using multiple
interventions directed at multiple levels. They will be able to:
 demonstrate the role of leadership and decision-making in social service organizations;
 apply supervisory management skills at multiple levels within an organization;
 integrate budget development and fiscal analysis into social services program planning;
 utilize social sector marketing concepts to enhance the mission of their respective
programs and organizations; and
 design and implement financial resource development plans for social programs/social
service agencies.
MSW Field Manual Appendix C: 11
GRADUATE CERTIFICATE IN CLINICAL PRACTICE
The Graduate Certificate in Clinical Social Work Practice prepares MSW graduates to practice
clinical social work using social work principles and methods to assist in the treatment of mental
and emotional conditions of individuals, families or groups. The 15 credit graduate certificate
uses the MSW program elective sequence as a platform for developing advanced knowledge and
skills for clinical social work practice and partially preparing students for licensure as a
Licensed Clinical Social Worker (LCSW) in Alaska. Courses are offered on a two-year rotation,
including evening, weekend and summer intensives. Application deadline is November 15th for a
Spring semester start date.
Admission Requirements
Applicants for the Graduate Certificate in Clinical Social Work Practice must:
1. Be in the Concentration year of the UAA MSW program or have completed an MSW
degree from a program accredited by the Council on Social Work Education (CSWE).
2. Have a cumulative graduate grade average of B or higher (3.00 on a 4.00 scale).
3. Provide a written summary of social work practice experience and career goals; and
4. Be eligible for licensure in Alaska.
Curriculum Requirements (Total = 15 credits):
1. Required courses (7 credits):
SWK A651 Social Work Practice in Addictions and Mental Health
SWK A663 Clinical Social Work with Children and Adolescents
SWK A664 Clinical Social Work with Adults
3 credits
2 credits
2 credits
2. Plus completion of eight credits from the following options (8 credits):
SWK A656 Treatment of Families
3 credits
SWK A672 Social Work with Families and Couples
2 credits
SWK A665 Comparative Group Work
3 credits
SWK A667 Clinical Group Therapy
2 credits
Up to three (3) credits may be taken from other approved graduate level course(s) that help prepare
students for clinical social work practice. Alaska Statute 08.95.990(2) defines “clinical social work”
as the diagnosis of psychiatric disorders and the use of techniques of applied psychotherapy of a
nonmedical nature while practicing social work. Other clinical courses that include content
consistent with this definition may be approved in consultation with the clinical certificate advisor.
Certificate Completion Requirements
Students enrolled in the graduate certificate program are required to complete the curriculum
requirements with a cumulative GPA of 3.00 or better
Student Outcomes
The program is designed to expand knowledge and skills for students preparing for clinical social
work practice. Students demonstrate their abilities to:
1.
2.
3.
4.
5.
Practice clinical social work within the legal and ethical standards of the profession.
Enhance the mental health and well-being of individuals, families and groups who seek their
service.
Engage, assess, diagnose and intervene on behalf of clients guided by practice theories and
empirically-supported practice knowledge.
Maintain professional integrity in all aspects of their practice.
Recognize practice limitations and seek appropriate clinical supervision and education to
increase/enhance professional competence.
MSW Field Manual Appendix C: 12
6.
Develop a concept and a plan for their future professional development.
MSW Field Manual Appendix C: 13
NONDISCRIMINATION AND HARASSMENT
NONDISCRIMINATION POLICY
It is the policy of the UAA School of Social Work that all aspects of the BSW and MSW Programs, as
they affect students, faculty, or staff, will be conducted without discrimination on the basis of race,
ethnicity, national origin, color, sex, sexual orientation, gender identity of expression, marital status,
political belief, religion, immigration status, mental or physical disability, veteran status, pregnancy or
parenthood. The School and its faculty fully adhere to the NASW Code of Ethics. We welcome students
of different backgrounds celebrating the diversity of Alaska and the United States.







AHAINA Student Programs Office…(907) 786-4070
Disability Support Services…(907) 786-4530
Human Resource Services Department…(907) 786-4608
Native Student Services…(907) 786-4000
Office of Student Affairs…(907) 786-1214
UAA Office of Campus Diversity and Compliance…(907) 786-4680
U.S. Department of Labor (Office of Federal Contract Compliance Programs, Federal Building,
Anchorage, Alaska) for advice on discrimination complaints…(907) 271-2864
HARASSMENT
The University of Alaska Anchorage is a community that cherishes free and open exchange of ideas in
the pursuit of knowledge. Maintaining this freedom and openness requires the presence of safety and
trust; it requires the absence of coercion, intimidation, and exploitation. Therefore, harassment of any
kind has no place in the university. Anyone who believes he or she has been a victim of harassment
should contact the appropriate dean/director office(s), the Office of the Dean of Students, the UAA
Office of Campus Diversity and Compliance, or the U.S. Department of Labor (Office of Federal
Contract Compliance Programs, Federal Building, Anchorage, Alaska).
This statement is taken directly from the UAA Course Catalog, Chapter 1 Page 15
MSW Field Manual Appendix C: 14
CODE OF ETHICS
Code of Ethics
of the National Association of Social Workers
I.
Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW
Delegate Assembly
Preamble
The primary mission of the social work profession is to enhance human wellbeing 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
wellbeing in a social context and the wellbeing 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.
NASW Code of Ethics 1
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.
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 agencybased 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, agency boards of directors,
NASW Code of Ethics 2
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 wellbeing of individuals, families, social
groups, organizations, and communities.
Value: Integrity
NASW Code of Ethics 3
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.
VI.
1. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS
1.01 Commitment to Clients
Social workers’ primary responsibility is to promote the wellbeing 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.
(c) In instances when clients lack the capacity to provide informed consent, social workers should protect clients’
interests by seeking permission from an appropriate third party, informing clients consistent with the clients’ level of
understanding. In such instances social workers should seek to ensure that the third party acts in a manner
NASW Code of Ethics 4
consistent with clients’ wishes and interests. Social workers should take reasonable steps to enhance such clients’
ability to give informed consent.
(d) In instances when clients are receiving services involuntarily, social workers should provide information about the
nature and extent of services and about the extent of clients’ right to refuse service.
(e) Social workers who provide services via electronic media (such as computer, telephone, radio, and television)
should inform recipients of the limitations and risks associated with such services.
(f) Social workers should obtain clients’ informed consent before audiotaping or videotaping clients or permitting
observation of services to clients by a third party.
1.04 Competence
(a) Social workers should provide services and represent themselves as competent only within the boundaries of
their education, training, license, certification, consultation received, supervised experience, or other relevant
professional experience.
(b) Social workers should provide services in substantive areas or use intervention techniques or approaches that
are new to them only after engaging in appropriate study, training, consultation, and supervision from people who
are competent in those interventions or techniques.
(c) When generally recognized standards do not exist with respect to an emerging area of practice, social workers
should exercise careful judgment and take responsible steps (including appropriate education, research, training,
consultation, and supervision) to ensure the competence of their work and to protect clients from harm.
1.05 Cultural Competence and Social Diversity
(a) Social workers should understand culture and its function in human behavior and society, recognizing the
strengths that exist in all cultures.
(b) Social workers should have a knowledge base of their clients’ cultures and be able to demonstrate competence
in the provision of services that are sensitive to clients’ cultures and to differences among people and cultural
groups.
(c) Social workers should obtain education about and seek to understand the nature of social diversity and
oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or
expression, age, marital status, political belief, religion, immigration status, and mental or physical disability.
1.06 Conflicts of Interest
(a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional
discretion and impartial judgment. Social workers should inform clients when a real or potential conflict of interest
arises and take reasonable steps to resolve the issue in a manner that makes the clients’ interests primary and
protects clients’ interests to the greatest extent possible. In some cases, protecting clients’ interests may require
termination of the professional relationship with proper referral of the client.
(b) Social workers should not take unfair advantage of any professional relationship or exploit others to further their
personal, religious, political, or business interests.
(c) Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a
risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable,
social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally
sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients in more than one
relationship, whether professional, social, or business. Dual or multiple relationships can occur simultaneously or
consecutively.)
NASW Code of Ethics 5
(d) When social workers provide services to two or more people who have a relationship with each other (for
example, couples, family members), social workers should clarify with all parties which individuals will be considered
clients and the nature of social workers’ professional obligations to the various individuals who are receiving
services. Social workers who anticipate a conflict of interest among the individuals receiving services or who
anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked to testify in a
child custody dispute or divorce proceedings involving clients) should clarify their role with the parties involved and
take appropriate action to minimize any conflict of interest.
1.07 Privacy and Confidentiality
(a) Social workers should respect clients’ right to privacy. Social workers should not solicit private information from
clients unless it is essential to providing services or conducting social work evaluation or research. Once private
information is shared, standards of confidentiality apply.
(b) Social workers may disclose confidential information when appropriate with valid consent from a client or a
person legally authorized to consent on behalf of a client.
(c) Social workers should protect the confidentiality of all information obtained in the course of professional service,
except for compelling professional reasons. The general expectation that social workers will keep information
confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a
client or other identifiable person. 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 client’s 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.
NASW Code of Ethics 6
(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 when there is a risk of exploitation or potential harm to the
client. Sexual activity or sexual contact with clients’ relatives or other individuals with whom clients maintain a
personal relationship has the potential to be harmful to the client and may make it difficult for the social worker and
client to maintain appropriate professional boundaries. Social workers—not their clients, their clients’ relatives, or
other individuals with whom the client maintains a personal relationship—assume the full burden for setting clear,
appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former clients because of the
potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that an
exception to this prohibition is warranted because of extraordinary circumstances, it is social workers—not their
clients—who assume the full burden of demonstrating that the former client has not been exploited, coerced, or
manipulated, intentionally or unintentionally.
NASW Code of Ethics 7
(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.
(c) Social workers should not solicit a private fee or other remuneration for providing services to clients who are
entitled to such available services through the social workers’ employer or agency.
1.14 Clients Who Lack Decision Making Capacity
When social workers act on behalf of clients who lack the capacity to make informed decisions, social workers
should take reasonable steps to safeguard the interests and rights of those clients.
1.15 Interruption of Services
Social workers should make reasonable efforts to ensure continuity of services in the event that services are
interrupted by factors such as unavailability, relocation, illness, disability, or death.
1.16 Termination of Services
(a) Social workers should terminate services to clients and professional relationships with them when such services
and
relationships are no longer required or no longer serve the clients’ needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of services. Social
workers should withdraw services precipitously only under unusual circumstances, giving careful consideration to all
NASW Code of Ethics 8
factors in the situation and taking care to minimize possible adverse effects. Social workers should assist in making
appropriate arrangements for continuation of services when necessary.
(c) Social workers in fee for service settings may terminate services to clients who are not paying an overdue
balance if the financial contractual arrangements have been made clear to the client, if the client does not pose an
imminent danger to self or others, and if the clinical and other consequences of 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.
VII.
2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES
2.01 Respect
(a) Social workers should treat colleagues with respect and should represent accurately and fairly the qualifications,
views, and obligations of colleagues.
(b) Social workers should avoid unwarranted negative criticism of colleagues in communications with clients or with
other professionals. Unwarranted negative criticism may include demeaning comments that refer to colleagues’ level
of competence or to individuals’ attributes such as race, ethnicity, national origin, color, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical
disability.
(c) Social workers should cooperate with social work colleagues and with colleagues of other professions when such
cooperation serves the wellbeing 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 wellbeing 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 wellbeing.
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
NASW Code of Ethics 9
(a) Social workers should seek the advice and counsel of colleagues whenever such consultation is in the best
interests of clients.
(b) Social workers should keep themselves informed about colleagues’ areas of expertise and competencies. Social
workers should seek consultation only from colleagues who have demonstrated knowledge, expertise, and
competence related to the subject of the consultation.
(c) When consulting with colleagues about clients, social workers should disclose the least amount of information
necessary to achieve the purposes of the consultation.
2.06 Referral for Services
(a) Social workers should refer clients to other professionals when the other professionals’ specialized knowledge or
expertise is needed to serve clients fully or when social workers believe that they are not being effective or making
reasonable progress with clients and that additional service is required.
(b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an orderly
transfer of responsibility. Social workers who refer clients to other professionals should disclose, with clients’
consent, all pertinent information to the new service providers.
(c) Social workers are prohibited from giving or receiving payment for a referral when no professional service is
provided by the referring social worker.
2.07 Sexual Relationships
(a) Social workers who function as supervisors or educators should not engage in sexual activities or contact with
supervisees, students, trainees, or other colleagues over whom they exercise professional authority.
(b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential for a conflict
of interest. Social workers who become involved in, or anticipate becoming involved in, a sexual relationship with a
colleague have a duty to transfer professional responsibilities, when necessary, to avoid a conflict of interest.
2.08 Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment
includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a
sexual nature.
2.09 Impairment of Colleagues
(a) Social workers who have direct knowledge of a social work colleague’s impairment that is due to personal
problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes
with practice effectiveness should consult with that colleague when feasible and assist the colleague in taking
remedial action.
(b) Social workers who believe that a social work colleague’s impairment interferes with practice effectiveness and
that the colleague has not taken adequate steps to address the impairment should take action through appropriate
channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional
organizations.
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.
NASW Code of Ethics 10
(b) Social workers who believe that a social work colleague is incompetent and has not taken adequate steps to
address the incompetence should take action through appropriate channels established by employers, agencies,
NASW, licensing and regulatory bodies, and other professional organizations.
2.11 Unethical Conduct of Colleagues
(a) Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical
conduct of colleagues.
(b) Social workers should be knowledgeable about established policies and procedures for handling concerns about
colleagues’ unethical behavior. Social workers should be familiar with national, state, and local procedures for
handling ethics complaints. These include policies and procedures created by NASW, licensing and regulatory
bodies, employers, agencies, and other professional organizations.
(c) Social workers who believe that a colleague has acted unethically should seek resolution by discussing their
concerns with the colleague when feasible and when such discussion is likely to be productive.
(d) When necessary, social workers who believe that a colleague has acted unethically should take action through
appropriate formal channels (such as contacting a state licensing board or regulatory body, an NASW committee on
inquiry, or other professional ethics committees).
(e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct.
VIII.
3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS
3.01 Supervision and Consultation
(a) Social workers who provide supervision or consultation should have the necessary knowledge and skill to
supervise or consult appropriately and should do so only within their areas of knowledge and competence.
(b) Social workers who provide supervision or consultation are responsible for setting clear, appropriate, and
culturally sensitive boundaries.
(c) Social workers should not engage in any dual or multiple relationships with supervisees in which there is a risk of
exploitation of or potential harm to the supervisee.
(d) Social workers who provide supervision should evaluate supervisees’ performance in a manner that is fair and
respectful.
3.02 Education and Training
(a) Social workers who function as educators, field instructors for students, or trainers should provide instruction only
within their areas of knowledge and competence and should provide instruction based on the most current
information and knowledge available in the profession.
(b) Social workers who function as educators or field instructors for students should evaluate students’ performance
in a manner that is fair and respectful.
(c) Social workers who function as educators or field instructors for students should take reasonable steps to ensure
that clients are routinely informed when services are being provided by students.
(d) Social workers who function as educators or field instructors for students should not engage in any dual or
multiple relationships with students in which there is a risk of exploitation or potential harm to the student. Social
work educators and field instructors are responsible for setting clear, appropriate, and culturally sensitive
boundaries.
3.03 Performance Evaluation
NASW Code of Ethics 11
Social workers who have responsibility for evaluating the performance of others should fulfill such responsibility in a
fair and considerate manner and on the basis of clearly stated criteria.
3.04 Client Records
(a) Social workers should take reasonable steps to ensure that documentation in records is accurate and reflects the
services provided.
(b) Social workers should include sufficient and timely documentation in records to facilitate the delivery of services
and to ensure continuity of services provided to clients in the future.
(c) Social workers’ documentation should protect clients’ privacy to the extent that is possible and appropriate and
should include only information that is directly relevant to the delivery of services.
(d) Social workers should store records following the termination of services to ensure reasonable future access.
Records should be maintained for the number of years required by state statutes or relevant contracts.
3.05 Billing
Social workers should establish and maintain billing practices that accurately reflect the nature and extent of
services provided and that identify who provided the service in the practice setting.
3.06 Client Transfer
(a) When an individual who is receiving services from another agency or colleague contacts a social worker for
services, the social worker should carefully consider the client’s needs before agreeing to provide services. To
minimize possible confusion and conflict, social workers should discuss with potential clients the nature of the
clients’ current relationship with other service providers and the implications, including possible benefits or risks, of
entering into a relationship with a new service provider.
(b) If a new client has been served by another agency or colleague, social workers should discuss with the client
whether consultation with the previous service provider is in the client’s best interest.
3.07 Administration
(a) Social work administrators should advocate within and outside their agencies for adequate resources to meet
clients’ needs.
(b) Social workers should advocate for resource allocation procedures that are open and fair. When not all clients’
needs can be met, an
allocation procedure should be developed that is nondiscriminatory and based on appropriate and consistently
applied principles.
(c) Social workers who are administrators should take reasonable steps to ensure that adequate agency 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.
NASW Code of Ethics 12
3.09 Commitments to Employers
(a) Social workers generally should adhere to commitments made to employers and employing organizations.
(b) Social workers should work to improve employing agencies’ policies and procedures and the efficiency and
effectiveness of their services.
(c) Social workers should take reasonable steps to ensure that employers are aware of social workers’ ethical
obligations as set forth in the NASW Code of Ethics and of the implications of those obligations for social work
practice.
(d) Social workers should not allow an employing organization’s policies, procedures, regulations, or administrative
orders to interfere with their ethical practice of social work. Social workers should take reasonable steps to ensure
that their employing organizations’ practices are consistent with the NASW Code of Ethics.
(e) Social workers should act to prevent and eliminate discrimination in the employing organization’s work
assignments and in its employment policies and practices.
(f) Social workers should accept employment or arrange student field placements only in organizations that exercise
fair personnel practices.
(g) Social workers should be diligent stewards of the resources of their employing organizations, wisely conserving
funds where appropriate and never misappropriating funds or using them for unintended purposes.
3.10 LaborManagement 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 labormanagement 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.
IX.
4. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS
4.01 Competence
(a) Social workers should accept responsibility or employment only on the basis of existing competence or the
intention to acquire the necessary competence.
(b) Social workers should strive to become and remain proficient in professional practice and the performance of
professional functions. Social workers should critically examine and keep current with emerging knowledge relevant
to social work. Social workers should routinely review the professional literature and participate in continuing
education relevant to social work practice and social work ethics.
(c) Social workers should base practice on recognized knowledge, including empirically based 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, gender identity or expression, age, marital status,
political belief, religion, immigration status, or mental or physical disability.
4.03 Private Conduct
NASW Code of Ethics 13
Social workers should not permit their private conduct to interfere with their ability to fulfill their professional
responsibilities.
4.04 Dishonesty, Fraud, and Deception
Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception.
4.05 Impairment
(a) Social workers should not allow their own personal problems, psychosocial distress, legal problems, substance
abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the
best interests of people for whom they have a professional responsibility.
(b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or mental
health difficulties interfere with their professional judgment and performance should immediately seek consultation
and take appropriate remedial action by seeking professional help, making adjustments in workload, terminating
practice, or taking any other steps necessary to protect clients and others.
4.06 Misrepresentation
(a) Social workers should make clear distinctions between statements made and actions engaged in as a private
individual and as a representative of the social work profession, a professional social work organization, or the social
worker’s employing agency.
(b) Social workers who speak on behalf of professional social work organizations should accurately represent the
official and authorized positions of the organizations.
(c) Social workers should ensure that their representations to clients, agencies, and the public of professional
qualifications, credentials, education, competence, affiliations, services provided, or 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 or from other people who, because
of their particular circumstances, are vulnerable to undue influence.
4.08 Acknowledging Credit
(a) Social workers should take responsibility and credit, including authorship credit, only for work they have actually
performed and to which they have contributed.
(b) Social workers should honestly acknowledge the work of and the contributions made by others.
X.
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.
NASW Code of Ethics 14
(b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession. Social
workers should protect, enhance, and improve the integrity of the profession through appropriate study and
research, active discussion, and responsible criticism of the profession.
(c) Social workers should contribute time and professional expertise to activities that promote respect for the value,
integrity, and competence of the social work profession. These activities may include teaching, research,
consultation, service, legislative testimony, presentations in the community, and participation in their professional
organizations.
(d) Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge
related to practice, research, and ethics. Social workers should seek to contribute to the profession’s literature and to
share their knowledge at professional meetings and conferences.
(e) Social workers should act to prevent the unauthorized and unqualified practice of social work.
5.02 Evaluation and Research
(a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions.
(b) Social workers should promote and facilitate evaluation and research to contribute to the development of
knowledge.
(c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and
fully use evaluation and research evidence in their professional practice.
(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’ wellbeing, 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.
NASW Code of Ethics 15
(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.
XI.
6. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY
6.01 Social Welfare
Social workers should promote the general welfare of society, from local to global levels, and the development of
people, their communities, and their environments. Social workers should advocate for living conditions conducive to
the fulfillment of basic human needs and should promote social, economic, political, and cultural values and
institutions that are compatible with the realization of social justice.
6.02 Public Participation
Social workers should facilitate informed participation by the public in shaping social policies and institutions.
6.03 Public Emergencies
Social workers should provide appropriate professional services in public emergencies to the greatest extent
possible.
6.04 Social and Political Action
(a) Social workers should engage in social and political action that seeks to ensure that all people have equal access
to the resources, employment, services, and opportunities they require to meet their basic human needs and to
develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for
changes in policy and legislation to improve social conditions in order to meet basic human needs and promote
social justice.
(b) Social workers should act to expand choice and opportunity for all people, with special regard for vulnerable,
disadvantaged, oppressed, and exploited people and groups.
(c) Social workers should promote conditions that encourage respect for cultural and social diversity within the
United States and globally. Social workers should promote policies and practices that demonstrate respect for
difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions that
demonstrate cultural competence, and promote policies that safeguard the rights of and confirm equity and social
justice for all people.
(d) Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against any
person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity
or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability.
NASW Code of Ethics 16