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FIELD INSTRUCTION MANUAL
August 2014 — August 2015
Binghamton University
Department of Social Work
College of Community and Public Affairs
P.O. Box 6000
Binghamton, New York 13902-6000
http://www.binghamton.edu/social-work/
Administration
Laura Bronstein, Professor & Dean of the College of Community and Public Affairs
Tammara Behonick, Assistant Dean
Faculty and Staff
Victoria Rizzo, Department Chair & Associate Professor
Tania Alameda-Lawson, Assistant Professor
Josephine Allen, Professor
Lisa Blitz, Assistant Professor
Cassandra Bransford, Associate Professor
Amy Edwards, Department Secretary
Brian Flynn, Director of Admissions and Student Services
Paul Gould, HPPAE Coordinator, Visiting Assistant Professor, & Acting Director Social Work in Health Care Program
Suk-Young Kang, Associate Professor
Youjung Lee, Assistant Professor
Carrie Moylan, Assistant Professor
Sophia Resciniti, Director of Field Education
Field Advisory Committee
Constance Studgeon, Veterans Administration
Kathy Saam, UHS, IDEAL
Kip Kettle, UHS, New Horizons
Phil Ginter , United Way
Sophia Resciniti, Director of Field Education
Youjung Lee, Faculty
Lisa Blitz, Faculty
Tanairy Carbo, 1st Year MSW Student
Anthony Johnston, 2nd Year MSW Student
Emily Tier, 2nd Year MPA & MSW Student
2
Table of Contents
Pages
Mission Statement
5
Social Work Program
7
Introduction to the Program
Course Curriculum
Full-Time Table 1
Part-Time Table 2
Program Goals
7
10
10
11
13
Field Instruction
15
Organization and Structure
Role of Student
Criteria for Selection of Field Agencies
Role of Agency
Criteria for the Selection of Field Instructors
Role of Field Instructors
Role of Field Liaisons
Role of Director of Field Education
Placing and Monitoring of Students
Checklist for Field Instructors
15
15
17
17
17
18
19
20
20
23
Evaluation
25
Student Learning Plan
Supervision
Field Liaison Meeting
Practice Evaluation Instruments
Student Self-Evaluation of Field Experience
Grading
Due Dates for Assignments
25
25
26
26
27
27
27
2008 CSWE EPAS Competencies and Practice Behaviors
29
Policies and Procedures for Field Education
39
3
Appendices
63
1.
Responsibilities of Students
2.
Agency Information Form
3.
Field Instructor Credential Form
4.
Request for Placement in Work Site
5.
Field Calendar
6.
Field Contract
7.
Applications for Field
8.
Learning Plans
8a.
Suggested Learning Activities
8b.
Sample Macro Assignments
9.
Field Liaison Visit Assessment Tool
10.
Student Self-Evaluations
11.
Field Instructor Evaluations
12.
Optional Tools
14.
12a.
Process Recording Directions
12b.
Supervision Log
12c.
Time Sheet
National Association of Social Workers Code of Ethics
4
Binghamton University’s
Department of Social Work
Mission Statement
The mission of the program is to prepare social workers for autonomous,
knowledge-based, advanced generalist practice within an integrated
community of scholars, practitioners, and learners. The principles that
guide us are:
•
•
•
•
•
•
A focus on people’s strengths
An appreciation of human diversity
The application of a multi-system practice methods to
promote human well-being and fair, equitable communities
A commitment to social justice
A focus on working with diverse clients from a bio-psychosocial-spiritual perspective across the entire life span
A focus on social work practice and collaboration with
clients and organizations in public and not-for-profit
settings
5
6
Binghamton University’s
Social Work Program
Introduction to the Program
Binghamton University has developed a Master of Social Work Program that is
innovative in the way that it breathes new life into the roots of the profession and as it
responds to the human needs of the region and the world in the twenty-first century. The
Department of Social Work is centered on providing social work education that provides
students with advanced generalist practice knowledge and skills. We are committed to
preparing students to work in private and public not for profit agencies who are capable
of utilizing a full range of social work skills, demonstrating professional conduct and
promoting social justice for vulnerable populations. The program has unique elements
that are elaborated on below, including:




Building community
Educating students about human development across the life span
Educating students to utilize a bio-psycho-social-spiritual-cultural perspective
Educating students to identify and impact multiple systems including individuals,
families, groups, organizations and communities.
 Utilizing the “Capstone Project” to demonstrate mastery of social work
knowledge, skills, practice behaviors, ethics, and values necessary for evidencebased advanced generalist practice.
 Providing opportunities for students and community agencies to engage in service
learning projects.
Building Communities:
An underlying principle of the program recognizes the value of community as a
fundamental human strength and source of empowerment. An important part of the
program’s mission is to create community that integrates students, faculty, staff and
professionals in the region through the following means:
Community Collaboration:
The university has responded to two critical needs identified by social work professionals
and communities in the region. The first is to have an accessible, high-quality social
work education program. The second is to have a larger pool of practitioners trained to
meet the needs of individuals, groups, families, communities and organizations in this
region. The social work program has been designed to foster collaborative effort of many
people and agencies in the community and prepares students to be able to provide service
in the region and elsewhere.
7
Sharing Expertise:
Field instruction not only opens paths for the university, agencies and community
members to work together to provide an integral component of the social work
curriculum and to address a variety of needs; but also builds community among field
agencies by providing a venue for practitioners to share ideas, skills and increase
awareness of programs throughout the region. Field instructors participate in trainings
and come together to meet and discuss issues related to the profession and education.
The CCPA newsletter Currents feature agencies and staff and promote community by
expanding awareness of the extensive expertise in the area. The school facilitates
seminars where field instructors, students and faculty share their expertise and present
seminars to other field instructors, agencies and students.
Human Development across the Life Span:
Binghamton University’s Department of Social Work recognizes that in this area, there is
a growing need for support of families, children and the elderly, as well as individual
working-age adults. The curriculum focuses on the full life span and teaches students
skills necessary to utilize strength-based, empowerment models of intervention. The
courses within the curriculum include examples, readings and assignments on issues as
they relate to groups across the life span that are in varying stages of human
development. Field placements expose and encourage students to think about issues
across the life span. We ask field instructors and task supervisors to intentionally include
learning opportunities that will expose students to clients across the life span.
Utilization of a Bio-Psycho-Social-Spiritual-Cultural Perspective:
The Department of Social Work at Binghamton University embraces a holistic model of
practice, and has intentionally integrated all five elements of a bio-psycho-socialspiritual-cultural perspective across the curriculum through course content, electives, and
field instruction.
Spirituality, long avoided in the social work curriculum, is increasingly being recognized
as a fundamental part of our humanness and is addressed throughout the program.
8
Multiple Systems Approach:
Binghamton University’s social work program is based on an ecological systems
framework that includes social constructivism, empowerment and strength-based
approaches to practice.
The ecological systems approach underscores the relationship between systems. It was
developed in an attempt to organize a theoretical framework, which kept “a simultaneous
focus on person and environment and on their reciprocal relationship” (Germain &
Gitterman, 1995, r. 13468). Professional action growing out of the ecological perspective
is directed at altering person-environment transactions, and “may be directed to the
person, the environment, or the interaction of the two” (Germain, 1979, p.18).
Social workers are increasingly being called to respond to multiple needs within a given
setting. At a time when resources are scarce and needs are increasing, the demands and
expectations for social workers to be competent to meet more needs within agencies and
communities is growing. The program prepares students to identify multiple systems that
effect vulnerable populations, assess which system may be most effective to impact
change, and obtain skills needed to intervene within and across different systems. The
curriculum requires students to take between one and a half and two courses that address
practice with each of the following: individuals, families, groups, organizations and
communities. In addition, field sites are selected and learning opportunities are designed
so that students will work with multiple systems in each field placement that they have.
Capstone Project:
The Capstone Project will offer students the opportunity to integrate and apply learning
in order to demonstrate mastery of social work knowledge, skills, practice behaviors,
ethics and values necessary for evidence-based advanced generalist practice. In their final
week, students will be presented with an advanced generalist case study and, in teams,
will develop a poster presentation which illustrates their assessment and intervention in
micro, mezzo and macro levels of practice.
9
Course Curriculum
Program Options
The MSW program is designed to accommodate both full-time and part-time students.
Full-time students complete the program in two academic years, beginning in the fall
semester (see Table 1), taking 16 credits for each four semesters. Full-time students will
not attend classes in the summer. Part-time students participate in three and a half years
of study, taking 6 or 7 credits each semester including courses being taken during the
summer sessions (See Table 2). Each program requires students to take courses in the
following prescribed sequences:
Full Time Students
Professional Foundation
Fall Semester - Year 1
SW 504 Foundations of Scientific Inquiry w/Social Systems, 3 credits
SW 505 Human Behavior in the Social Environment, 3 credits
SW 510 Generalist Social Work Practice I, 3 credits
SW 515 Social Welfare Policy and Programs, 3 credits
SW 591 Field Instruction I, 4 credits
Spring Semester - Year 1
SW 503 Diversity and Oppression, 3 credits
SW 506 Psychopathology and Pharmacology, 3 credits
SW 511 Generalist Social Work Practice II, 3 credits
SW 512 Generalist Social Work Practice III, 3 credits
SW 592 Field Instruction II, 4 credits
Advanced Generalist Concentration
Fall Semester - Year 2
SW 521 Advanced Social Work Practice with Individuals, 3 credits
SW 522 Advanced Social Work Practice with Organizations, 3 credits
SW 523 Advanced Social Work Practice with Groups, 3 credits
SW XXX Elective, 3 credits
SW 593 Field Instruction III, 4 credits
Spring Semester - Year 2
SW 520 Evaluating of Practice, 3 credits
SW 524 Advanced Social Work Practice with Families, 3 credits
SW 525 Advanced Social Work Practice with Communities, 3 credits
SW XXX Elective, 3 credits
SW 594 Field Instruction IV, 4 credits
10
Part Time Students
Students entering after fall 2012
Professional Foundation
Fall - Year 1
SW 504 Foundations of Scientific Inquiry with Social Systems, 3 credits
SW 510 Generalist Social Work Practice I, 3 credits
Spring - Year 1
SW 505 Human Behavior in the Social Environment, 3 credits
SW 506 Psychopathology and Pharmacology, 3 credits
Summer - Year 1
SW 515 Social Welfare Policy and Programs, 3 credits
SW 511 Generalist Social Work Practice II, 3 credits
Fall - Year 2
SW 512 Generalist Social Work Practice III, 3 credits
SW 591 Field Instruction I, 4 credits
Spring - Year 2
SW 503 Diversity and Oppression, 3 credits
SW 592 Field Instruction II, 4 credits
Advanced Generalist Concentration
Summer - Year 2
SW 523 Advanced Social Work Practice with Groups, 3 credits
SW 524 Advanced Social Work Practice with Families, 3 credits
Fall - Year 3
SW 521 Advanced Social Work Practice with Individuals, 3 credits
SW 522 Advanced Social Work Practice with Organizations, 3 credits
Spring - Year 3
SW XXX Elective, 3 credits
SW 525 Advanced Social Work Practice with Communities, 3 credits
Summer - Year 3
SW XXX E, 3 credits
SW 593 Field Instruction III, 4 credits
Fall - Year 4
SW 520 Evaluation of Practice, 3 credits
SW 594 Field Instruction IV, 4 credits
11
Part-time students entering prior to fall 2012
Professional Foundation
Fall - Year 1
SW 501 Human Behavior in the Social Environment I, 3 credits
SW 510 Generalist Social Work Practice I, 3 credits
Spring - Year 1
SW 502 Human Behavior in the Social Environment II, 3 credits
SW 500 Research Methods in Social Work, 3 credits
Summer - Year 1
SW 515 Social Welfare Policy and Programs, 3 credits
SW 511 Generalist Social Work Practice II, 3 credits
Fall - Year 2
SW 503 Diversity and Oppression, 3 credits
SW 591 Field Instruction I, 4 credits
Spring - Year 2
SW 512 Generalist Social Work Practice III, 3 credits
SW 592 Field Instruction II, 4 credits
Advanced Generalist Concentration
Summer - Year 2
SW 524 Advanced Social Work Practice with Families, 3 credits
SW 523 Advanced Social Work Practice with Groups, 3 credits
Fall - Year 3
SW 521 Advanced Social Work Practice with Individuals, 3 credits
SW 522 Advanced Social Work Practice with Organizations, 3 credits
Spring - Year 3
SW XXX Elective, 3 credits
SW 525 Advanced Social Work Practice with Communities, 3 credits
Summer - Year 3
SW XXX Elective, 3 credits
SW 593 Field Instruction III, 4 credits
Fall - Year 4
SW 520 Evaluation of Social Work Practice, 3 credits
SW 594 Field Instruction IV, 4 credits
12
Department of Social Work
Program Goals
The program has identified the following goals derived from its mission.
Goals
1.
To educate students to be adept at working across service delivery systems, utilizing
an empowerment, strengths-based approach and respecting human diversity.
2.
To prepare students for advanced generalist social work practice in public and notfor-profit agency settings, for the purposes of enhancing human well-being,
preventing and alleviating human suffering, and advancing social and economic
justice.
3.
To prepare students to work ethically with clients and client systems across the
entire life span and to be sensitive to the biological, social, psychological, spiritual,
and cultural aspects of diverse client populations.
4.
To train students to appreciate the importance of human community to the health of
individuals, families, groups, organizations and neighborhoods and to promote the
development of healthy and just communities.
13
Field Instruction
Organization and Structure
Field instruction is offered in two levels that correspond with the curriculum of the MSW
program. The first is the Professional Foundation in which students learn to recognize
and utilize multiple methods of strength-based interventions that can be implemented
within a variety of systems that intersect with the client. They learn about the role of
social workers and incorporate professional social work values and ethics within their
field placement.
Field Instruction I and II are completed in the Professional Foundation. Students must
successfully pass Field Instruction I to move forward in the program. Sequential
completion with a passing grade for each level of Field Instruction must occur before
moving to the next level. If a student does not successfully complete Field Instruction
592 they will be required to repeat 591 if they remain or return to the program. If a
student does not successfully complete Field Instruction 594 they will be required to
repeat Field Instruction 593. In the Foundation year, students spend 510 hours in the field
and earn 8 academic credits for field. Students spend 15 hours per week for 34 weeks,
spanning 2 semesters, at an organization within the region.
In the Advanced Concentration level of the curriculum students become more deeply
involved in the application of skills and specific interventions within the field site. Field
Instruction III and IV are completed in the Advanced Generalist level of the program.
Field Instructions III and IV take place in a different agency than Field Instruction I and
II. Students again spend 510 hours in their second field placement, 15 hours over 34
weeks (two semesters), completing a total of 1,020 hours of field education over four
semesters.
Criteria and standards for student participation in field education:
1. A pre-requisite for Field Instruction I is acceptance into the MSW program.
2. Sequential completion of Field Instruction I through IV is based on passing each level
of instruction, repeating the first foundation or concentration semesters if the
second semester is not successfully completed.
3. Students must remain in compliance with Binghamton University's policies on
advancement and academic integrity.
4. Academic and field instruction credit is not given for life experience or previous work
experiences and cannot be counted toward field instruction hours.
5. Students who work in the same agency as their field placement can only do so under
specific guidelines outlined in the Binghamton University MSW “Using
Employment Agency for Placement” policy.
6. Students must receive a minimum of one hour of supervision each week during field
instruction by an LMSW practitioner.
The role of the student is to meet the educational goals of the program by being an active
and responsible learner. Students are not expected to know how to provide the services
expected within the agency, but be willing and able to learn the skills necessary to
provide services within the guidelines of the agency’s mission. Students must know and
adhere to the National Association of Social Workers Code of Ethics, and consistently
perform in a professional manner. Students must be willing to hear and respond to
feedback and participate as part of a team within the agency. Students must be prepared
for meetings, complete required paperwork on time, follow through with clients and
agency colleagues, as well as being reliable in their work.
Students engage in both a personal and professional journey in which they will be
immersed in self-discovery. Students have a responsibility to take care of themselves by
finding support when needed and learning how to separate personal issues from
professional conduct. They must see themselves as representatives of both the agency
within the community and a representative of the University. Students are part of a
partnership between the community, agencies and university and must be committed to
working as part of this team.
Selection of Field Placements:
The Department of Social Work’s program emphasizes social work practice with a broad
range of types and sizes of client systems. Direct fieldwork in selective placements
encourages students to bridge macro and micro issues, practice and policy, and to see
themselves as agents of change within the context of current social issues.
Agencies within the Greater Binghamton area and surrounding communities in the region
have enthusiastically embraced and supported the creation of a collaborative partnership
that fosters the learning process while addressing community needs. Field education sites
and field instructors are key factors in promoting meaningful learning opportunities. In
this light, the program developed criteria for agencies participating in our field education
program follows:
Identification of potential Field Agencies can occur in a number of ways.
1. The University may solicit the participation of an agency
2. An agency representative may contact the University and express interest.
3. A student may request an agency be considered for participation in the program.
In any of these situations, the Director of Field Education meets with representatives of
the agency and learns about the program. The Director of Field Education shares
16
information about the program’s mission and curriculum with the agency staff, and
discusses how the field placement can address the goals and objectives of the program.
The agency completes an Agency Information form (see Appendix 2) and potential field
instructors complete a Field Credential Form. Final selection of Field Agencies occurs
when agencies comply with the following criteria:
Criteria for Selection of Field Agencies:
1.
Demonstration of a commitment to the educational process of students.
2.
Adherence to the guiding principles of Binghamton University MSW program
mission.
3.
Demonstration of adherence to National Association of Social Work Code of Ethics
and professional values.
4.
Agency provides service to vulnerable populations, including some combination of
individuals, families, groups, organizations or communities from diverse
backgrounds.
5.
Provision of learning opportunities that correspond with field education goals and
objectives in a supportive and ongoing manner.
6.
Provision of an agency orientation for students.
7.
Provision of a minimum of 1 hour of supervision each week for 34 weeks by the
field instructor.
8.
Participation in student and program evaluation processes by the field instructor.
9.
Participation by the field instructor in an orientation program and field instructor
seminars, meetings and gatherings.
Role of Agency:
The agency plays a critical role in the education of students. The agency provides a
foundation and context for students to learn and apply knowledge and skills related to the
profession. The role of the agency is to provide students with diverse experience on a
macro and micro level while delivering services ethically to vulnerable populations. The
agency must be committed to education and create a meaningful learning environment for
students.
Criteria for Selection of Field Instructors:
1.
Values the educational process for graduate level students.
17
2.
Has a Master’s degree from a social work program accredited by the Council on
Social Work Education.
3.
Has had a minimum of 2 years post-MSW practice experience with client systems
of a variety of sizes.
4.
Has a willingness to provide exposure and learning opportunities that expose
students to issues of diversity.
5.
Understands the difference between student-focused learning opportunities from
what is expected of employees.
6.
Has the ability to recognize generalist and advanced practice skills.
7.
Has the ability to guide students to consider assessment and interventions from a
bio-psycho-social- spiritual-cultural and environmental context.
8.
Understands the strength-based perspective.
9.
Has the ability to provide a minimum of 1 hour of structured supervision per week
for 34 weeks.
10.
Demonstration of adherence to National Association of Social Work Code of Ethics
and professional values.
11.
Has the ability and willingness to attend fieldwork orientation, seminars and
meetings organized by the Director of Field Education.
12.
Has the ability to provide ongoing feedback to students.
13.
Has the ability to identify and address performance issues that may arise.
14.
Willingness to alert Field Liaison or Director of Field Education of concerns should
they arise.
15.
Willingness and ability to participate in student and program evaluation process.
16.
Completion of the Field Instructor Credential form. (see Appendix 3).
17.
Must be licensed.
Role of Field Instructors:
The role of the Field Instructor is central to the student’s ability to learn. The primary role
is to provide a sound educational experience for students. The Field Instructor’s role is
not to serve as an employer, but rather as an educator. Field Instructors must be
18
committed to education, understand different learning styles and be able to engage
students in the learning process. Field Instructors must be able to provide a safe learning
environment in which students can learn about information, values, and skills related to
the profession.
Role of Field Liaisons:
Binghamton University's commitment to supporting and being a part of the larger
community are utmost priorities. Ensuring that agencies feel connected to the University
and that the agencies feel supported and recognized by the University is essential to the
success of the program. Ensuring that students know that their school and agency
placement are working together is essential.
Field Liaisons are faculty, adjuncts and staff from the Department of Social Work whose
role is as a contact for students and field instructors during the student’s field instruction.
A Field Liaison meets formally with the Field Instructor and student at least once each
semester and is in touch by phone or email. Field Instructors and agencies are strongly
encouraged to maintain regular contact with University Field Liaisons to ensure agencies
receive support, prevent potential problems by addressing concerns early and to ensure
the student’s learning corresponds with the goals and objectives of the program.
Role and Responsibilities Relative to Students:
1.
Ensuring the educational integrity of the Field Education placement.
2.
Ensuring that the student is receiving a beneficial learning experience.
3.
Conferring with the student and the Field Instructor regarding the appropriateness
of assignments.
4.
Overseeing the progress of the student while in the Field placement and
ascertaining that the placement is providing opportunities for the application of
knowledge, values, process and skills essential for ensuring the generalist social
work focus.
5.
Providing additional professional consultation regarding accurate assessments,
process recordings, planning and evaluating appropriate interventions and applying
relevant social work theory to practice.
6.
Providing support and counseling for the student during the Field Education
process.
7.
Reviewing and providing feedback on student’s assignments.
8.
Meeting formally with the student and Field Instructor at the agency at least twice
(once per semester) during the Field experience and on other occasions as needed.
19
9.
Mediating between the student and the agency in situations in which difficulties
have arisen and have not been resolved between parties.
10.
Assessing development and progress relative to the student’s personal growth as a
social worker.
Role and Responsibilities Relative to Field Education Agencies:
1.
Maintaining an ongoing relationship with the Field Instructor.
2.
Ensuring that the student provides the agency with adequate professional practice.
3.
Consulting with the Field Instructor and other agency personnel regarding
application of the generalist social work model to agency practice.
4.
Mediating between the student and the agency in situations in which difficulties
have arisen and have not been resolved between the parties.
Director of Field Education:
The Director of Field Education’s role is to develop and oversee the Field Instruction
Program. The Director of Field Education is available should student, Field Instructor or
Field Liaison identify issues or concerns requiring extra attention. The Director of Field
Education also coordinates seminars and meetings to encourage the continuing training of
Field Instructors, establish a continuity of relationships, ensure successful placements and
build community among agencies within the region.
Placing and Monitoring of Students
Utilizing principles of adult learning theory, the process of field placement for students
honors student’s interest of exploration as a "jumping off point" for learning. The
program seeks student input and collaboration in matching students to a fieldwork
placement. In fostering professional conduct and ensuring students learn about
interviewing skills within their profession, students apply and interview for their field
placement. Students will have an opportunity to look at the list of agencies affiliated with
the University sorted by county on the Field Education Website.
Process of Placement
All students complete a field application form, (see Appendix 7), and submit the
application and resume to the Director of Field Education. All students meet with the
Director of Field Education to review their resume, discuss placement options and select
viable placements. New full-time students meet for an initial meeting with the Field
Director in the summer prior to the beginning of classes. Full and part-time students,
20
who have already started the program, meet with the Field Director for placement in the
spring semester of their foundation year.
1.
Students submit a Field Placement Request Application to the Director of Field
Education (part-time students and students entering their second year of field
include their top 3 choices and their resume (students are not guaranteed they will
be matched according to their preference).
2.
The Director of Field Education meets with all students starting their first year of
field and collaboratively works with student to select one placement to which the
student will apply. Second year students meet with the Director of Field Education
as needed.
3.
The Director of Field Education contacts the agency and forwards the student’s
resume to the Field Instructor (or other contact person within the agency) to ensure
that the agency can work with a student and if so, inform them that they will be
receiving a call from the student.
4.
The Student calls the agency to set up an interview.
5.
The Agency may request additional information to complete reference checks or
other agency-required background checks.
6.
The Field Instructor communicates his/her willingness to work with the student to
the Director of Field Education. The student also confirms his/her interest in
working at the agency to the Director of Field Education. If student and Field
Instructor agree, the field placement is confirmed to begin the following semester.
7.
The Director of Field Education notifies the student and field instructor that the
placement is confirmed.
8.
All students must obtain malpractice insurance prior to beginning their field
placement, and must submit receipt of insurance coverage to the Director of Field
Education.
9.
All students must participate in the Field Instruction Orientation prior to beginning
their field placement.
10.
All students must review and sign the Field Contract and submit the signed form to
the Social Work Department Office (see Appendix 6).
11.
The Student is assigned to a Field Liaison.
12.
The Field Liaison notifies the field instructor and student that they will be the
liaison for the academic year.
21
13.
If there are problems or concerns the student and Field Instructor should contact
either their Field Liaison or the Director of Field Education as soon as possible.
The same process occurs for Field Instruction III and IV.
**If a student requests to use their work-site as a field placement for one of the two years
they must also complete a “Request for Placement in Work Site” form (see Appendix 4).
A request is not a guarantee that a student will be able to use their worksite as a
field placement.
22
Checklist for Field Instructors
Creating a field placement:
√
√
√
Complete Agency Information Form
Complete Field Instructor Credential Form
Attend Field Instructor Orientation
Selecting a student:
√
√
√
√
√
Review Resume
Interview Student
Provide feedback to Director of Field Education about interview
Set up a start date and schedule with student
Ensure all agency requirements are met for student ahead of time
(i.e. abuse registry screening, health screenings etc.)
Preparing for student’s 1st day
√
√
√
Locate a space for student to work
Create mailbox for student messages etc
Develop outline of orientation topics to review with student
Student’s first day:
√
√
√
√
Provide orientation to building, phones, norms regarding lunch
breaks, dress, emergency procedures etc.
Determine regular time to meet for weekly supervision
Review due dates for assignments
Confirm student’s schedule for year, including breaks ensuring the
minimum hours are met and program needs regarding continuity
of care are addressed.
23
Evaluation
Evaluation of student learning occurs through the utilization of:
1.
2.
3.
4.
5.
6.
Learning Plan
Supervision
Field Liaison Meeting/Midterm Progress Report
Field Instructor Final Evaluation
Student Self-Evaluations
Grades
1.
Student Learning Plan: Students develop a field Learning Plan (see Appendix 8),
that serves as the center of the student’s field placement experience. It is designed
to give direction and learning structure to the field experience and is developed
around the core practice competencies that are designated in the 2008 Educational
Policy and Accreditation Standards (EPAS) by the Council on Social Work
Education (CSWE). CSWE has operationalized these competencies by identifying
41 practice behaviors defined as “a set of measurable practice behaviors that are
comprised of knowledge, value and skills.” The internship plays a key role in
teaching practice behaviors to students while measuring and reflecting the
student’s ability to demonstrate capacity in the ten core competency areas
identified by CSWE. It is the joint responsibility of the student and field instructor
to negotiate the learning plan content within the first weeks of the field placement.
The student is responsible for providing a copy of the Learning Plan to the Field
Director and Field Liaison by the assigned due date stated in the Field Calendar
(see Appendix 5). During the next three weeks, Field Instructors and students
begin to select tasks/activities that will be completed during the student’s 510
hour fieldwork. The field instructor and student can add and delete tasks/activities
that will or will not be completed and that are specific to this particular internship.
This is a living kind of document, which is open to revision, if needed. This
agreement will be utilized by the Field Liaison when conducting the site visit.
2.
Supervision: Supervision occurs between the student and Field Instructor each
week for a minimum of one hour for the duration of the placement. Supervision
should involve addressing both administrative and educational content. The
mechanism of supervision also serves to monitor and support the student in the
learning process. Supervision should be scheduled and provided at a structured
time each week to enable the student to explore issues related to values and ethics
of social work, discussion of students’ goals (the progress and/or challenges),
integration of class and field, and the exploration of theory as it relates to practice.
Supervision is an excellent place for both the student and field instructor to give
and receive feedback to one another. Students should come to supervision
prepared to discuss their caseload, ask questions related to their work, curriculum
and ethical dilemmas. Field instructors should be prepared to offer feedback,
resources, skill training and support. A Student’s professional identity, skills and
understanding of the agency and their role will change over time and supervision
should be a time for students to gain information to help them in their educational
and professional growth.
Evaluations should NEVER be a surprise. Supervision is a place to offer
feedback and ask for what is needed, prior to any formal evaluation process.
Students and field instructors should use this time to explore needs and
expectations as frequently as is needed to ensure that the learning plan, objectives
and program goals and objectives are met.
3.
Field Liaison Meetings: The field liaison’ contacts with the field instructor and
student, and the feedback provided from these contacts to the Director of Field
Education help in determining final grades for students in field instruction. Early
in each semester the Field Liaison will contact the Field Instructor and the student
to ascertain how the placement is progressing. The field liaison should receive
the learning contract within three weeks after the start of placement and will use
this at the end of the semester to assess the student’s progress. Once each
semester the Field Liaison meets with the Student and Instructor to evaluate the
student’s progress. The liaison will utilize the Field Liaison/Midterm Progress
report Form (see Appendix 9). Recommendations for changes in the learning plan
can be discussed at this time. The liaison is also available to the student or the
instructor should either feel they are having difficulty and need support. All of
these interactions help support the evaluation by ensuring that there is continual
communication, overseeing that there is a link between field instruction and the
rest of the curriculum, and offering additional guidance to address concerns prior
to the completion of evaluations. All meetings between Field Liaison, student and
Field Instructor provide opportunities to evaluate the student’s performance,
strengths and needs.
4.
Practice Evaluation Instruments: Field instructors will complete field evaluations
at the end of each semester to assess the student’s attainment of practice behaviors
(see Appendix 11).
The council on Social Work education (CSWE), the accrediting body on social
work education, requires master’s level Social work (MSW) student’s to
demonstrate competencies in 10 areas. Associated with these competencies are a
set of 41 practice behaviors. The social work field placement is an area in which
the student is expected to demonstrate competency of the practice behaviors. To
ensure the student develops the requisite practice behaviors, field instructors are
asked to evaluate the student during the final week of each semester during their
placements.
The following scale is used to assess the student's performance in the ten core
areas of social work competency identified by the Council on Social Work
Education:
26
Excellent
Very Good
Performance is exceptional and the skill is an integrated part of the
student’s practice
Performance is above expectations for students at this level
Good
Performance generally meets expectations for students at this level
Poor
Performance shows signs of competency, but generally does not
meet expectations for students at this level
Unsatisfactory
Not Assessed
Performance is unsatisfactory
Assignment did not provide an opportunity to demonstrate the
behavior
5.
Student Self-Evaluation: Students complete a midterm self-assessment and an end
of the semester self-assessment (see Appendix 10). The assessments are to be
submitted to the Director of Field and their Liaison by the assigned due date in the
Field Calendar (see Appendix 5). Measurements used in this evaluation
correspond with the competencies and practice behaviors. The evaluation will
give the program information from the student’s perspective about how well they
feel they attained the practice behaviors and the extent to which the placement
gave them the opportunity to do that.
6.
Grading: The Director of Field Education is the Instructor of Record for field,
meaning that the Director of Field Education determines the grade earned by each
student. The evaluation of the student is based on the evaluations received from
the Field Instructors and feedback from the field liaison. The mid-term progress
report, student self-evaluations, and Field Instructor final evaluation are used to
consider student’s grade each semester. Grades consist of either satisfactory or
unsatisfactory. A grade of Unsatisfactory is equivalent to failing (F) received in
other courses.
Due Dates for Assignments
All deadlines for all field-related assignments can be found in the Field Calendar (see
Appendix 5)
27
2008 CSWE EPAS Competencies and Practice Behaviors
Educational Policy 2.0 – The Social Work Curriculum and
Professional Practice
The explicit curriculum constitutes the program’s formal educational structure and
includes the courses and the curriculum. Social work education is grounded in the liberal
arts, which provide the intellectual basis for the professional curriculum and inform its
design. The explicit curriculum achieves the program’s competencies through an
intentional design that includes the foundation offered at the baccalaureate and master’s
levels and the advanced curriculum offered at the master’s level. The MSW curriculum
prepares its graduates for advanced practice through mastery of the core competencies
augmented by knowledge and practice behaviors specific to a concentration.
Educational Policy 2.1 – Core Competencies
Competency-based education is an outcome performance approach to curriculum design.
Competencies are measurable practice behaviors that are comprised of knowledge,
values, and skills. The goal of the outcome approach is to demonstrate the integration and
application of the competencies in practice with individuals, families, groups,
organizations, and communities. The ten core competencies are listed below [EP 2.1.1–
EP 2.1.10(d)], followed by a description of characteristic knowledge, values, skills, and
the resulting practice behaviors that may be used to operationalize the curriculum and
assessment methods. Programs may add competencies consistent with their missions and
goals.
EP 2.1.1 Identify as a professional social worker and conduct oneself
accordingly.
Social workers serve as representatives of the profession, its mission, and its core values.
They know the profession’s history. Social workers commit themselves to the
profession’s enhancement and to their own professional conduct and growth.
Practice Behaviors
1. Advocate for client access to the services of social work;
2. Practice personal reflection and self-correction to assure continual professional
development;
3. Attend to professional roles and boundaries;
4. Demonstrate professional demeanor in behavior, appearance, and communication;
5. Engage in career-long learning; and
6. Use supervision and consultation.
EP 2.1.2 Apply social work ethical principles to guide professional
practice.
Social workers have an obligation to conduct themselves ethically and to engage in
ethical decision-making. Social workers are knowledgeable about the value base of the
profession, its ethical standards, and relevant law.
Practice Behaviors
7. Recognize and manage personal values in a way that allows professional values to
guide practice;
8. Make ethical decisions by applying standards of the National Association of
Social Workers Code of Ethics and, as applicable, of the International Federation
of Social Workers/International Association of Schools of Social Work Ethics in
Social Work, Statement of Principles;
9. Tolerate ambiguity in resolving ethical conflicts; and
10. Apply strategies of ethical reasoning to arrive at principled decisions.
EP 2.1.3 Apply critical thinking to inform and communicate
professional judgments.
Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned
discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking
also requires the synthesis and communication of relevant information.
Practice Behaviors
11. Distinguish, appraise, and integrate multiple sources of knowledge, including
research-based knowledge, and practice wisdom;
12. Analyze models of assessment, prevention, intervention, and evaluation; and
13. Demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, communities, and colleagues.
EP 2.1.4 Engage diversity and difference in practice.
Social workers understand how diversity characterizes and shapes the human experience
and is critical to the formation of identity. The dimensions of diversity are understood as
the intersectionality of multiple factors including age, class, color, culture, disability,
ethnicity, gender, gender identity and expression, immigration status, political ideology,
race, religion, sex, and sexual orientation. Social workers appreciate that, as a
consequence of difference, a person’s life experiences may include oppression, poverty,
marginalization, and alienation as well as privilege, power, and acclaim.
Practice Behaviors
14. Recognize the extent to which a culture’s structures and values may oppress,
marginalize, alienate, or create or enhance privilege and power;
15. Gain sufficient self-awareness to eliminate the influence of personal biases and
values in working with diverse groups;
16. Recognize and communicate their understanding of the importance of difference
in shaping life experiences; and
30
17. View themselves as learners and engage those with whom they work as
informants.
EP 2.1.5 Advance human rights and social and economic justice.
Each person, regardless of position in society, has basic human rights, such as freedom,
safety, privacy, an adequate standard of living, health care, and education. Social workers
recognize the global interconnections of oppression and are knowledgeable about theories
of justice and strategies to promote human and civil rights. Social work incorporates
social justice practices in organizations, institutions, and society to ensure that these basic
human rights are distributed equitably and without prejudice.
Practice Behaviors
18. Understand the forms and mechanisms of oppression and discrimination;
19. Advocate for human rights and social and economic justice; and
20. Engage in practices that advance social and economic justice.
EP 2.1.6 Engage in research-informed practice and practice-informed
research.
Social workers use practice experience to inform research, employ evidence-based
interventions, evaluate their own practice, and use research findings to improve practice,
policy, and social service delivery. Social workers comprehend quantitative and
qualitative research and understand scientific and ethical approaches to building
knowledge.
Practice Behaviors
21. Use practice experience to inform scientific inquiry and
22. Use research evidence to inform practice.
EP 2.1.7 Apply knowledge of human behavior and the social
environment.
Social workers are knowledgeable about human behavior across the life course; the range
of social systems in which people live; and the ways social systems promote or deter
people in maintaining or achieving health and well-being. Social workers apply theories
and knowledge from the liberal arts to understand biological, social, cultural,
psychological, and spiritual development.
Practice Behaviors
23. Utilize conceptual frameworks to guide the processes of assessment, intervention,
and evaluation; and
24. Critique and apply knowledge to understand person and environment.
31
EP 2.1.8 Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services.
Social work practitioners understand that policy affects service delivery, and they
actively engage in policy practice. Social workers know the history and current structures
of social policies and services; the role of policy in service delivery; and the role of
practice in policy development.
Practice Behaviors
25. Analyze, formulate, and advocate for policies that advance social well-being; and
26. Collaborate with colleagues and clients for effective policy action.
EP 2.1.9 Respond to contexts that shape practice.
Social workers are informed, resourceful, and proactive in responding to evolving
organizational, community, and societal contexts at all levels of practice. Social workers
recognize that the context of practice is dynamic, and use knowledge and skill to respond
proactively.
Practice Behaviors
27. Continuously discover, appraise, and attend to changing locales, populations,
scientific and technological developments, and emerging societal trends to
provide relevant services; and
28. Provide leadership in promoting sustainable changes in service delivery and
practice to improve the quality of social services.
EP 2.1.10 Engage, assess, intervene, and evaluate with individuals,
families, groups, organizations, and communities.
Professional practice involves the dynamic and interactive processes of engagement,
assessment, intervention, and evaluation at multiple levels. Social workers have the
knowledge and skills to practice with individuals, families, groups, organizations, and
communities. Practice knowledge includes identifying, analyzing, and implementing
evidence-based interventions designed to achieve client goals; using research and
technological advances; evaluating program outcomes and practice effectiveness;
developing, analyzing, advocating, and providing leadership for policies and services;
and promoting social and economic justice.
Educational Policy 2.1.10 (a) Engagement
Practice Behaviors
29. Substantively and affectively prepare for action with individuals, families, groups,
organizations, and communities;
30. Use empathy and other interpersonal skills; and
31. Develop a mutually agreed-on focus of work and desired outcomes.
32
Educational Policy 2.1.10 (b) Assessment
Practice Behaviors
32. Collect, organize, and interpret client data;
33. Assess client strengths and limitations;
34. Develop mutually agreed-on intervention goals and objectives; and
35. Select appropriate intervention strategies.
Educational Policy 2.1.10 (c) Intervention
Practice Behaviors
36. Initiate actions to achieve organizational goals;
37. Implement prevention interventions that enhance client capacities;
38. Help clients resolve problems;
39. Negotiate, mediate, and advocate for clients; and
40. Facilitate transitions and endings.
Educational Policy 2.1.10 (d) Evaluation
Practice Behaviors
41. Critically analyze, monitor, and evaluate interventions.
33
Policies and Procedures for Field Education
Agency Affiliation Contract
Policy:
All agencies who have met the school’s criteria for both agency guidelines
and field instructors must complete an Agency Affiliation Agreement
contract prior to having students assigned to the agency. The contract
must be signed by the Executive Director/Administrator of the agency and
the Vice President for Administration.
Procedure:
1.
After an agency has been selected to participate as a field site, the Director
of Field Education will send the Executive Director/Administrator an
Agency Affiliation Agreement.
2.
The Executive Director/Administrator of the Agency will complete and
return the Agency Affiliation Agreement to the Director of Field
Education.
3.
The Director of Field Education will forward the Agency Affiliation
Agreement to the Vice President of Administration who will sign and
return the agreement to the Director of Field Education.
4.
The Director of Field Education will forward a fully executed copy to the
Agency.
5.
The Director of Field Education will keep the contract on file for the
agency and will consider it valid unless a written addendum sent by
certified mail by either party is submitted and approved.
6.
Changes can be suggested by either party, any changes must be forwarded
to the University’s attorney for review prior to amendments taking place.
40
Advanced Standing Placement
Policy:
It is our policy that students admitted with advanced standing status, who
have approval to transfer credit from their first year of field would
complete a 510 hour field placement.
Procedure:
Students admitted as advanced standing must complete an application
through the Field Education Office to determine if their first year
placement can be transferred towards their degree completion in this
program. The application considers factors such as whether the field
placement was completed successfully and whether the agency and
opportunities match the criteria for our program.
1.
A request for advanced standing credit for field begins via the admissions
process to the program.
2.
The student is responsible for forwarding field evaluations, syllabi,
learning contracts, and a description of the agency to the Director of Field
Education.
3.
Students with BSW degrees in the Advanced Standing Program must
complete a single field placement internship over two semesters.
Field Orientation for Students
Policy:
Students are to participate in the field instruction orientation prior to
starting field. Students cannot count hours towards field until they have
completed the orientation. If a student misses orientation they will not be
able to be placed in field, and may not be able to take other courses until
they can enroll in field instruction in a future semester.
41
Process for Field Assignment
Policy:
Students will have a field placement assignment approved by the
Director of Field Education, prior to the beginning of the semester
that Field Instruction begins. Should disruption in this process
arise, every effort will be made to establish an appropriate field
placement for the student as soon as possible. Students cannot set
up their own field placement without the involvement and
knowledge of the Director of Field Education, (or designee). A
reasonable amount of time is needed to plan placement
opportunities. The selection of an appropriate placement involves
consideration of student’s interest and needs with the agencies
capabilities. The process of field assignment is a collaborative
process that requires the input of the student, agency, and the
Director of Field Education.
Procedure:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Student will complete a resume and forward to Director of Field
Education, or designee.
Student will set up appointment with Director of Field Education,
or designee, to discuss placement opportunities.
Student and Director of Field Education (or designee,) will select
best option for placement.
Student will complete cover letter and send to Director of Field
Education.
Director of Field Education or designee will send cover letter,
resume and a letter of intent to Field Instructor (or other agency
contact person).
Student will call Field Instructor to arrange an interview.
Field Instructor will contact Director of Field Education, or
designee, to confirm or decline student.
Director of Field Education, or designee, will contact student to
confirm placement or set up another meeting to review process and
select another potential field placement.
When Field placement is determined, Director of Field Education
or designee will alert field liaison, student and field instructor
about who the field liaison will be.
42
Professional Liability Insurance Coverage For Students and Agency
Policy:
Students must enroll as a student member of the National Association of
Social Workers (NASW) and are expected to secure a minimum of
$1,000.000/3,000,000 liability insurance through NASW. Students must
make a copy of the proof of liability insurance available to the Director of
Field Education before the student can be placed at an agency. Insurance
must be kept current during student’s participation in field instruction.
Students cannot start field without a copy of the confirmation being given
to the Social Work Department. If a student begins field instruction
without liability coverage and it is discovered that the student did not have
insurance coverage, the student will not be able to count any hours
completed towards field and will be asked to leave the placement until the
Social Work Department has received confirmation of coverage.
Scheduling at Field Placement
Policy:
Students must complete a total of 510 hours of practice over the course of
their assigned field placement for 34 weeks. Students may have to work
during the University’s scheduled recesses to ensure the minimum amount
of required hours is met, and to ensure that there is continuity of care at
the agency. At the least, student hours must cover the entire two
semesters during which students are in class in order to assure integration
of class and field experience. For example students may not put in
extended hours earlier so that they finish placements more than a week
before the end of the final semester because it is important that field runs
concurrently with classes. It is the responsibility of the student to confirm
a specific schedule for attendance at field including days, hours and
agency holidays. Students must determine with their field instructor what
the procedure is for missing time due to illness or emergencies.
43
Securing a Field Placement
Policy:
The Department of Social Work will work diligently to place students in
an agency. However students admitted into the program are not
guaranteed placement. Situations such as a student’s ability to interview
successfully, a student not following through in a timely fashion, or a
student having a history of a past conviction(s) for felonies are examples
of factors that may affect a student’s success in being accepted to an
agency. If a student cannot successfully secure a placement they will not
be able to complete the program.
Selection of Field Instructors
Policy:
All Field Instructors selected to supervise students in the MSW program
must meet all of the criteria set forth for the program and complete the
necessary credentialing forms prior to working with students.
Procedures:
1.
Field Instructors are either identified by staff, faculty or a member of the
Field Advisory Committee within the Department of Social Work, an
Agency who has been selected by the school to serve as a field site, or an
individual who identifies them self as interested in applying as a field
instructor to the Director of Field Education.
2.
The Director of Field Education, or designee, will meet with the interested
individual and/or agency to review the criteria and to explore whether the
individual meets the field instructor criteria.
3.
The individual will complete a Field Instructor Credentialing form, which
outlines work experience, educational background and licensing
information.
4.
The Director of Field Education will review the information and determine
whether the field instructor meets the criteria and can serve as a field
instructor for the program.
5.
The Director of Field Education will contact the individual and agency
with written confirmation or denial of appointment as a field instructor,
with specific explanation of reasoning.
44
Criteria for Selection of Field Instructors:
















Values the educational process for graduate level students.
Has a Masters degree from a social work program accredited by
the Council of Social Work Education.
Has had a minimum of 2 years post-MSW practice experience with
client systems of varying sizes.
Has a willingness to provide exposure and learning opportunities
that expose students to issues of diversity.
Understands the difference between student-focused learning
opportunities from what is expected of employees.
Has the ability to recognize generalist and advanced practice skills.
Has the ability to guide students to consider assessment and
interventions from a bio-psycho-social-cultural-spiritual and
environmental context.
Understands the strength-based perspective.
Is able to provide a minimum of 1 hour of structured supervision
per week for 34 weeks.
Is able and willing to attend fieldwork orientation, seminars and
meetings organized by the Director of Field Education.
Is able to provide ongoing feedback to students.
Is able to identify and address performance issues that may arise.
Willing to alert Field Liaison or Director of Field Education of
concerns should they arise.
Willing and able to participate in student and program evaluation
process.
Must submit a current resume or CV
Must be licensed
45
Selection of Field Agencies for Placement
Policy:
All Agencies selected as field placements must meet all of the criteria set
forth for the program and complete the necessary forms prior to students
being assigned to the agency for field placement.
Procedure:
1.
Field agencies are either identified by staff, faculty or a member of the
Field Advisory Committee within the Department of Social Work, an
Agency who expresses interest, or through an individual contacts the
school with an interest in applying as a field instructor to the Director of
Field Education.
2.
The Director of Field Education will meet with the interested agency to
review the criteria and to explore whether the agency meets the agency
criteria for field placement.
3.
The agency will complete a Field Placement Information form, which
includes information about the services provided through the agency,
responsibilities and tasks students would participate in, populations served
through the agency, and information about potential field instructors.
4.
The Director of Field Education and the Field Advisory Committee will
review the information and determine whether the agency meets the
criteria and can serve as a field instructor for the program.
5.
The Director of Field Education will contact the agency with written
confirmation or denial of appointment as a field site, with a specific
explanation of reasoning.
Criteria for Selection of Field Agencies:





Demonstrates a commitment to the educational process of students.
Strives to adhere to the guiding principles of the MSW program’s
mission.
Demonstrates an adherence to NASW Code of Ethics and
professional values.
Serves vulnerable populations, providing services to either one or a
combination of individuals, families, groups, organizations or
communities from diverse backgrounds.
Provides learning opportunities that correspond with field
education goals and objectives in a supportive and ongoing
manner.
46





Provides an agency orientation for students.
Allows agency staff serving as field instructors to provide a
minimum of one hour of supervision each week for 34 weeks.
Allows staff serving as field instructors to participate in student
and program evaluation processes.
Allow staff serving as field instructors, time to participate in an
orientation program and field instructor seminars, meetings and
gatherings.
Agency must provide access to private space and a phone for
student.
100 Mile Radius for Field Placements
Policy:
Field placements will be limited to a 100 mile radius from the university.
Exceptions may be made if feasible although fees may be incurred by the
student to cover the costs related to travel for field visits.
47
Using Employment Agency as Field Placement
Policy:
Whenever possible, Binghamton University strongly recommends that a
student’s assignment to a field-site does not occur in the student’s
workplace. However, under extenuating circumstances, students may use
their place of employment for one year of their field instruction. Students
who use their place of work as their field instruction site must have
different work assignments and responsibilities than those they assume
during their employment at the agency. Students are required to have a
different supervisor for fieldwork than for their employment. Students are
not guaranteed acceptance to a field placement in an agency in which they
work. Students that are approved for a field placement in the same agency
in which they are employed may only do so for one out of the two field
placement assignments.
Procedure:
1.
2.
3.
4.
5.
6.
The student must have approval of the Director of Field Education to use
the work-site as a field placement.
The student must complete an application (see Appendix 4), that provides
an outline of their current job description along with a description of the
program and responsibilities for fieldwork to the Director of Field
Education for review and approval.
The student must be in good academic standing.
Acceptance of placement is not guaranteed.
The agency and the field instructor must comply with the agency criteria
for Binghamton University’s MSW program.
If approved, the student, field instructor and work supervisor must sign the
form and return it to the Director of Field Education.
Guidelines:
1.
2.
3.
4.
5.
The field assignment must be clearly educational rather than work
oriented.
The agency and field instructor must meet all of the criteria requirements
for the program.
The agency and student must agree that the student will be given release
time to do field placement work and not be required to make up this time.
The content of the field placement work must be different from the
student's work as an employee of the agency.
The school has no stipulations regarding how a student is paid or salaried
through the agency.
48
Field Advisory Committee
Policy:
Field instruction is an integral piece of the MSW program. It is invaluable
to have the feedback and consultation of Field Instructors involved in
helping to develop and revise components of field instruction. The Field
Advisory Committee is comprised of the Director of Field Education, at
least one faculty member, a full and part time student, and at least four
field instructors and/or MSW practitioners. The committee is designed to:




Procedure:
Develop and review fieldwork policies for the program
Provide oversight of the field education program
Make decisions regarding exceptions and revisions to field
policies.
Assist with the planning of training for field instructors
The committee meets at least four times a year and is chaired by the
Director of Field Education. Members serve as advisors to the MSW
program.
Attendance Policy
Policy:
Students are to establish a regular schedule with their field instructor
before the first scheduled day of field instruction. The schedule must not
conflict with days courses are offered. Once a schedule has been
established, students must follow their set schedule. Students who miss
three or more days may be subject to review. Students who demonstrate a
pattern of absences or tardiness in field may not pass the field instruction
course.
If a student is ill or cannot make it to their field instruction they must
notify their field instructor ahead of time (if possible), and will be required
to make up the missed time.
Due to the importance of providing continuity of care to clients, presenting
as a reliable and professional colleague to the agency, and ensuring the
fullest opportunities afforded by field instructions, missing field will be
considered an absence whether or not the student reschedules missed time.
49
Difficulties in Field Placement
Policy:
At times it is expected that a student or field instructor may be faced with
problems in the field setting. It is our policy that all students, field
instructors and faculty liaisons follow the guidelines stated below for
resolving issues.
Procedure:
1.
2.
3..
4.
5.
If a problem arises, the student or the field instructor should initiate a
conference together to identify the problem, explore solutions and develop
a plan to address a resolution.
If either feels that the problem remains, a conference which includes the
field liaison should occur to solicit support and advice in carrying out step
1.
If any party perceives the problem is continuing, they should initiate a
triad conference between the student, field instructor and field liaison to
identify the problem, explore solutions and select an alternative(s) in
seeking resolution.
The field liaison will follow up to ensure that there is resolution.
If the problem is not resolved, the field liaison will inform the Director of
Field Education.
Request for Liaison Reassignment
Policy:
Changes to liaison assignments can occur under extenuating circumstances
only.
Procedure:
1.
2.
3.
Discuss why you would like a reassignment with the Director of Field.
Make a formal request in writing.
Request will be reviewed by the Field Director, Department Chair and one
member of the Field Advisory Committee.
50
Ethics in Field Instructors as Educators and Mentors
Policy:
Field instructors are entrusted with a powerful role and relationship when
working with students.
(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.
(e)
Field instructors supervising students must abide by the National
Association of Social Worker’s Code of Ethics. www.naswdc.org.
51
Evaluation and Grading
Policy:
The Director of Field Education assigns a final grade, based on the
evaluations received from each student’s field instructor and from
feedback shared by the field liaison. Grades are “satisfactory” or
“unsatisfactory”. “Satisfactory” means the student consistently
demonstrates acceptable or above acceptable level of performance and that
the student has achieved the minimal objectives of the course.
“Unsatisfactory” means the student’s performance is below acceptable
performance and means the student did not achieve the minimal objectives
of the course. A grade of unsatisfactory is considered equivalent to a
failing grade in other courses.
Each field instruction course must be completed with a satisfactory grade
before beginning each subsequent field instruction course.
Procedure:
1.
Evaluation of the student’s fieldwork is the responsibility of the field
instructor through review of the learning plan, supervision, a midterm
evaluation and an end of semester evaluation.
2.
The Generalist Foundation Evaluation is used for SW 591 and SW 592.
The Advanced Generalist Concentration Evaluation is used for SW 593
and SW 594.
3.
The field instructor completes the evaluation and reviews it with the
student. The student signs the evaluation (indicating it has been
reviewed).
52
Expenses Incurred in Relationship to Field Instruction
Policy:
Students are responsible for expenses such as transportation to and from
their field agency, parking, food, lodging etc. Students may also be
responsible for the costs of medical screening such as for TB testing prior
to staring at a field agency. Every effort is made to place students within
an area that will not require distance driving to participate in their field
agency. Students are responsible for the cost of physical exams and
vaccinations that may be required from certain field agencies. Eligible
students may be able to arrange for services through the University Health
Service. Students are responsible for expenses related to health insurance
that may cover injury incurred at the field agency and for car insurance if
using a car for placement responsibilities.
Keeping Track of Hours
Policy:
It is our policy that students keep track of hours that they have completed
in field each week.
Procedure:
Students can use the time log available on the Social Work Department’s
website (see Appendix 12c), or can use another system that works for both
the student and field instructor to keep track of both hours of supervision
and time spent for field instruction. Field instructors must review and sign
off that they agree with the time log on a bi-weekly basis.
1.
The Student should log both supervision and time at field
2.
Students are responsible for bringing this log to supervision on a biweekly basis so their Field Instructor can review and sign.
3.
The Student should always keep copies of their hours.
4.
The Student may want to use this log to request a letter from their Field
Instructor at the end of the year to confirm hours of supervision and time
spent in field instruction that may be needed at a later time for licensing or
other accreditation requirements.
53
Learning Plan
Policy:
Students and field instructors are required to collaboratively develop a
learning plan each semester. This must be completed by the due date
given on the field calendar (see Appendix 5) for each section of field
instruction. In each section of field instruction, the learning plan must
integrate the competencies and practice behaviors outlined in the 2008
Educational Policy and Accreditation Standards (EPAS) as set by the
Council on Social Work Education (CSWE). The learning plan identifies
tasks and learning activities students need to complete in order to meet the
competencies.
Procedure:
1.
The student creates a draft of a learning plan using guidelines described in
the field instruction manual, discussion with field instructor, and field
documents available on the Social Work Department’s website.
2.
The student and field instructor work on a final draft in time to hand in by
the due date specified on the field calendar.
3.
Two copies of the learning plan should be submitted by the student to the
department secretary.
4.
List of Ten Core Competencies Identified by CSWE (see Appendix 8):










Guidelines:
Identify as a professional social worker and conduct oneself
accordingly.
Apply social work ethical principles to guide professional practice.
Apply critical thinking to inform and communicate professional
judgments.
Incorporate diversity into practice.
Advocate for human rights and social justice.
Engage in research-informed practice and practice-informed
research.
Apply knowledge of human behavior in the social environment.
Engage in policy practice to advance social and economic wellbeing.
Respond to contexts that shape practice.
Engage, assess, intervene and evaluate with individuals, families
groups, organizations and communities.
The learning plan is a guide and agreement between the field instructor,
student and school. It should be used to help ensure learning opportunities
in the areas outlined on the plan and is used to evaluate the students’
performance in field.
54
Mandated Reporting
Policy:
If a student suspects that a child may be being abused at the agency in
which he/she is placed for field instruction, they must discuss the case
immediately with their field instructor and follow the policies of that
agency in regard to mandated reporting procedures. Although there is no
law in New York State requiring mandated reporting for elders, it is our
policy that if you suspect abuse of an elder in your field placement that
you report this to your field instructor and follow the agency’s policy and
procedures.
55
Responsibilities and Role of Field Liaison
Policy:
Every student and field agency will be assigned a field liaison whose
purposes are to: maintain contact between the agency and school through
visits and phone calls to the agency, assist in evaluating the progress of the
student’s learning and integration of classroom learning into practice
experience, serve as a consultant and support to the student, agency and
field instructor, ensure the creation and implementation of the learning
plan, and assist with problems in placement should they arise.
Procedure:
1.
The field liaison will contact both the student and the field instructor. The
student will be notified via blackboard of their liaison so that they can also
be in touch with the liaison.
2.
The field liaison will schedule a meeting with the student and field
instructor at the agency once a semester.
3.
The field liaison will be available by phone and email if the field
instructor or the student needs assistance.
4.
The field liaison will meet with the student and field instructor to review
the learning agreement, ensuring that curriculum content is being met
through practice opportunities.
5.
The field liaison will utilize a field liaison assessment tool when meeting
with the student and the field instructor and give it to the Director of Field
Education after each contact.
56
Sexual Harassment
Policy: Members of the Binghamton University community have the right to participate
in all that the campus offers without being subjected to physical violence, threats,
intimidation, damage to personal property, or any other form of harassing behavior.
Binghamton University is committed to creating a safe and supportive learning
environment, becoming a more inclusive community, and fulfill its obligations under
federal and state laws, regulations, and executive orders. Essential to these objectives is
the maintenance of an environment in which individual dignity is respected, the richness
of human diversity is welcomed, and harassment is not tolerated.
Accordingly, it is the policy of Binghamton University to prohibit harassment and to
investigate allegations of such behavior promptly and thoroughly. This policy applies to
students, faculty, staff and employees of the Research Foundation, contractors, vendors,
and visitors to the campus. The Department of Social Work further extends this to
include Field Instructors.
NASW code of ethics defines sexual harassment in the following way, “sexual advances,
sexual solicitation, request for sexual favors, and other verbal or physical conduct of a
sexual nature.” Conduct of this nature will be reported to relevant authorities. Field
Instructor’s will be terminated from their role within the program.
A) What is Harassment?
General Description
Harassment is generally understood to occur when the conduct of an individual or group
of individuals has the intent or effect of unreasonably interfering with an individual’s or
group of individual’s educational or work environment, or that creates an intimidating,
hostile, or offensive environment. Some forms of harassment are prohibited by law.
Understanding harassment begins with recognizing that there is no simple definition of
the term, and that there is no finite list of behaviors that covers all potential forms of
harassment. Rather, the circumstances of each case will determine whether specific
conduct amounts to harassment.
Moreover, while the range of behaviors which may constitute harassment is broad, so is
the range of speech protected by the First Amendment, and this is discussed in more
depth in section "B" of this document. Finding the balance between harassment and
protected speech can be challenging.
In compliance with the National Association of Social Worker’s code of ethics, field
instructors must be conscious of not entering into dual relationships with students.
Harassment Based on Protected Class
57
The Equal Employment Opportunity Commission (EEOC) describes harassment based
on protected class (including sexual harassment) as offensive conduct that is so severe,
pervasive, or objectively offensive that it creates an unreasonable and substantial
interference with the ability of member of a protected class to participate in the academic
or employment setting. As with other forms of harassment, an individualized assessment
of the circumstances in which the conduct occurred is essential to a final determination.
Criminal Harassment
Harassment may also take the form of criminal behavior. As with any kind of harassment,
the range of behavior that may constitute criminal harassment is broad. The New York
State Penal Code defines criminal harassment as conduct intended to harass, annoy,
threaten, or alarm another person.
B) Harassment and First Amendment Considerations
The concepts of academic freedom and an open exchange of ideas are essential to the
mission of any educational institution. Binghamton University is committed to these
ideals, and as a public institution, is legally obligated to protect its members’ First
Amendment right of freedom of expression.
Respect for this right requires that members of the University tolerate the expression of
views that are contrary to their own, and recognize that the expressions of ideas that are
intolerant, bigoted, or deeply offensive are entitled to First Amendment protection.
Equally important, however, is the understanding that free expression carries with it the
responsibility of civility and respect for others. The University views conduct intended to
disparage or demean others as contrary to the pursuit of knowledge and rational
discourse.
So called "speech codes" have been deemed unconstitutional by the courts. Therefore,
while Binghamton University does not condone incivility within the campus community,
it has not adopted a policy to prohibit offensive speech. Moreover, Binghamton has a
proud history of inviting and encouraging the expression of diverse views.
C) Reporting Procedures:
Individuals who feel they have been harassed are advised to seek guidance and
information from one of the offices listed in section "E" of this policy before taking direct
action on their own. Doing so does not oblige anyone to file a formal complaint. The
University strongly encourages anyone who has information regarding an incident of
harassment involving violence or the threat of violence, to report it immediately to the
University Police. While in some cases, reports of harassment may be resolved through
informal means, some circumstances call for the use of formal complaint procedures.
Both options are outlined below:
i) Informal Complaint Resolution
58
Informal complaint resolution is intended to stop the behavior in question and to rectify
the situation immediately rather than to determine culpability or intent. For advice in
addressing harassment through informal means, inquiries may be directed to any of the
offices listed in section "E" of this policy. In addition, the offices of the Employee
Assistance Program (EAP), the University Counseling Center, and the University
Ombudsman, routinely provide strictly confidential advice on a variety of sensitive
topics.
ii) Formal Complaint Resolution
Formal complaint procedures, a more official route of intervention usually requiring a
signed statement, are available through a number of campus departments. Campus
departments often work together to address incidences of alleged harassment. However,
given that certain types of situations inevitably involve a particular campus department,
the University recommends that complaints be addressed as follows:
Harassment occurring
in residential areas
Appropriate resident/community
director or other professional
residential life staff
Harassment involving
student conduct
outside of residence
halls
Student Judicial Affairs Office
Harassment involving
the conduct of an
employee
Director of Personnel or appropriate
supervisory personnel
Harassment or
discrimination based
on protected class
Office of Affirmative Action
Harassment involving
field placement
Field Liaison or Director of Field
Education
Any incident of harassment may be reported to the University Police. The University
especially encourages the immediate reporting of any incident involving violence or the
threat of violence. Any incident may be discussed informally and in the strictest
confidence with the University Ombudsman, and at the University Counseling Center or
Employee Assistance Program.
D) Prohibition of Retaliation
59
Retaliation against any person who reports harassment, or who testifies, assists, or
participates in an investigation, proceeding, or hearing relating to such a report, is strictly
prohibited. False reports knowingly made in bad faith are also prohibited. Violation of
the University’s policy on harassment policy will subject the offender to the full range of
penalties available, including criminal adjudication and separation from the University. In
addition, certain types of harassment are criminal offenses and carry enhanced penalties
under state and federal laws.
E) Campus Resources
Residential Life Office
WD-213
777-2321
Dean of Students Office
AD-229
777-4788
University
Counseling Center
LN-1202
777-2772
New York State
University Police ADG35
777-2393 (nonemergency)
911 (emergency)
Human Resources Office
AD-412
777-2187
Judicial Affairs
Office
WD-3B
777-6210
Employee Assistance
Program
Health Service
Building, Room 115
777-6655
Office of Affirmative Action
and University Ombudsman
AD 138
777-2388
60
Services for Students
with Disabilities
LH-B51 777-2686
Responsibilities of Field Instructors
Policy:
Field instructors are an integral part of the student’s education. The field
instructor guides the students’ professional development, helping to form
their professional knowledge and skills. To create an educational
experience of excellence, responsibilities of field instructors must be
consistent through all agencies and for all student experiences. All field
instructors agree to:









Attend the New Field Instructor Seminar if serving as a new
instructor.
Interview and select student(s) applying for placement at their
agency and inform the Director of Field Education regarding these
processes.
Orient students to the agency, providing a clear description of
expectations and agency policies.
Select cases, projects and other learning opportunities that enhance
either the Generalist or Advanced Generalist Curriculum.
Assist student(s) in developing a learning plan.
Meet with student a minimum of one hour a week, for a face to
face meeting through the duration of the field placement.
Review a minimum of one process recording with student each
semester.
Evaluate student’s performance through review of the learning
plan every 7 weeks, a midterm evaluation and a final evaluation.
(see Appendices 8, 9, 10, & 11)
Meet with field liaison and student as needed.
61
Suspension of Field Placement
Policy:
A student may be suspended from a field placement if they have
demonstrated behavior that is or may be detrimental to the client, agency,
school, or the student themselves. The determination to suspend a student
from field is a professional judgment based upon the review of
circumstances. The determination of detrimental behavior is made by the
faculty liaison and the Director of Field Education after consulting with
the field instructor and the student as appropriate.
Termination of Field Placement
Policy:
A student may be terminated from a field placement if they have
demonstrated behavior that violates the code of ethics, standards set forth
in our program or behaviors that are determined to be detrimental to the
client, agency, school, or the student themselves. Termination of a field
placement could result in a failing grade in field or a transfer to another
placement.
Transporting Clients
Policy:
If a student is required to transport clients to fulfill agency responsibilities,
the agency must be able to provide an agency vehicle for the student to use
and must have a minimum of one million dollars liability coverage for
students. Under no circumstances should a student transport clients in
their own car. The University does not assume responsibility for injury
to, or caused by, the student during the Practicum.
62
APPENDICES
63
APPENDIX 1
Responsibilities of Students
Responsibility to Self
1. To identify learning needs and objectives
2. To be ethical in all activities
3. To fulfill as fully as possible all legitimate expectation of the learner in the field and
to go beyond them as feasible
4. To apply self fully to learning and services--including realistic allotment of time to
outside demands
5. To be willing to recognize the needs of others in the field instruction partnership
system and commitment to be helpful, if possible
Responsibilities to the School
1. To maintain open, honest and sharing communication for achievement of goals, to
problem solving in the field instruction partnership system
2. To complete all expected reports fully and on time
3. To provide feedback from agency in the form of case illustrations for classes and
sharing of knowledge gained in the field; to question and comment on the usefulness
of concepts and methods taught in class in relation to field work
4. To fulfill all educational requirements including spending the full time expected in
the field as usefully as possible
5. To work diligently to solve problems arising out of inadequacies or misunderstanding
in the field instruction system, including evaluation of the system and its functioning
in relation to its goals
6. To work to improve ways in which the school functions with respect to field
instruction through channels provided, such as committees, suggestions for
improvements and sharing in general
7. To responsibly budget time to allow for adequate attention to both class and field and
other student responsibilities
Responsibilities to Field Setting
1. To fully cooperate with the field instructor and other partners in obligations of
learning and reporting responsibilities including dictations, agendas for conferences,
identification of gals, problems and so on
2. To carry out service and other field activities in compliance with agency policy and
practices
3. To question and evaluate agency policies and practices and work responsibly for their
improvement
4. To furnish all reports and other work required on time and fully, to devote the full
amount of time expected in the field, and to be flexible when asked to change the
specific hours worked for good reason
1
5. To help field instructors keep an educational focus if this help is needed
6. To discover how one’s own learning experiences may simultaneously promote one’s
growth as a professional and augment the agency’s capacity to function
7. To enhance agency efforts, when possible, through extra service to clients,
development of new resources, public relations contacts, feedback, sharing new
learning, and so on
Responsibilities to Clients
1. To practice social work in a disciplined manner and at the highest level of
competence possible in view of time and skill limitations
2. To work to maintain and improve social work service, of one’s own and others
3. To offer service promptly, courteously, and without prejudice, and in other ways to
put the client’s interests first, before one’s own convenience
4. To respect the privacy of clients and their right to opportunity to make use of service
(outreach)
5. To never exploit clients in one’s own interest and to share with appropriate
persons the instances in which the agency and school policies or requirements
collide with a client’s needs. 1
1
A partial listing of responsibilities of the student developed by “”Responsibilities of the
Student in Field Instruction”, Quality Field Instruction in Social Work; Sheafor,B and
Jenkins, L ed. Longman, New York 1982 Chapter 9 and the “Student Guide to Graduate
Field”, The University of Texas at Austin School of Social Work
2
APPENDIX 2
Agency Information Form
Agency Information Form
College of Community and Public Affairs
Department of Social Work
Agency Contact Information
Agency
Contact Person
Phone
E-mail
Phone
Fax
Agency Name
Street Address
City and Zip
County
Web Address
Agency/Placement Description
Agency
Classification
(you may select more than
one; please indicate the
agency’s primary
classification)
[ ] Aging/Gerontological Social
Work
[ ] Alcohol, Drug, or Substance
Abuse
[ ] Child Welfare
[ ] Community Planning
[ ] Corrections/Criminal Justice
[ ] Family Services
[ ] Group Services
[ ] Health
[ ] Occupational/Industrial Social
Work
[ ] Intellectual Disability
[ ] Mental Health or Community
Mental Health
[ ] Public Assistance/Public
Welfare
[ ] Rehabilitation
[ ] School Social Work
[ ] Other
Please indicate in the space below information in regards to your agency. This does not need to be a complex,
detailed statement but should give students a rough estimate of what it is they should expect if they were to intern
with your agency. (i.e. types of clients, types of services provided, types of placement – clinical, mezzo, macro)
1
Agency Information Form
College of Community and Public Affairs
Department of Social Work
Please describe in some detail what a social work student will do as part of your organization (i.e. what a typical
day/week would be like, what kind of learning opportunities would they have working with systems of different sizes?
What kind of skills would they gain at your agency?)
Working with
Individuals
Working with
Families
Working with
Groups
Working with
Communities
Working with
Organizations
2
Agency Information Form
College of Community and Public Affairs
Department of Social Work
Please list any additional or special requirements that are required for your agency in the space below (i.e.
background checks, additional applications, TB testing, drug testing)
Placement Information
Transportation of
Clients
Accessible by
Public
Transportation
Vehicle Required
Number of Students
Accepted
Stipend Offered
[ ] Yes
[ ] No
Summer Hours
[ ] Yes
[ ] No
Weekend or Evening
Hours
Mileage
Reimbursement
[ ] Yes
[ ] No
[ ]1
[ ]2
[ ]3
[ ] Other (please specify)
[ ] Yes
[ ] No
Types of Students
Taken
Stipend Amount
Summer Block
Option
(465 hours over the summer)
Working Hours
Other Remarks
[ ] Yes
[ ] No
[ ] Yes
[ ] No
[ ] Yes
[ ] No
[ ] First Years
[ ] Second Years
[ ] Both
$
[ ] Yes
[ ] No
Feel free to write any additional comments in the space below pertaining to your agency or the internship.
We try to be flexible and meet a student’s needs.
3
Agency Information Form
College of Community and Public Affairs
Department of Social Work
Current Field Instructors
Name
Credentials
E-mail
[ ] MSW
[ ] LMSW
[ ] LCSW [ ] LCSW-R
[ ] Other (please indicate)
Name
Credentials
E-mail
[ ] MSW
[ ] LMSW
[ ] LCSW [ ] LCSW-R
[ ] Other (please indicate)
Name
Credentials
[ ] MSW
[ ] LMSW
[ ] LCSW [ ] LCSW-R
[ ] Other (please indicate)
Phone
E-mail
[ ] MSW
[ ] LMSW
[ ] LCSW [ ] LCSW-R
[ ] Other (please indicate)
Name
Credentials
Phone
E-mail
Name
Credentials
Phone
Phone
E-mail
[ ] MSW
[ ] LMSW
[ ] LCSW [ ] LCSW-R
[ ] Other (please indicate)
Phone
Current Task Supervisors
Name
E-mail
Phone
Name
E-mail
Phone
Name
E-mail
Phone
Name
E-mail
Phone
4
APPENDIX 3
Field Instructor Credential Form
Field Education
MSW Field Instructor Credentials
All Field Instructors are required to have earned an MSW degree from a social work program accredited
by the Council on Social Work Education to have had a minimum of 2 years post MSW practice
experience with client systems of a variety of sizes and to be licensed. Please confirm this through
providing us with the information requested below:
Name: ________________________________________________________________
Agency Affiliation: _______________________________________________________
Agency Phone Number: __________________________________________________
Licensing (i.e. LMSW, LCSW etc):
____________________________________________________
Agency email address:
__________________________________________________
Personal email address: __________________________________________________
Educational background:
Institution
Dates attended
Degree conferred
_____________________
_______________________
__________________
_____________________
_______________________
__________________
_____________________
_______________________
__________________
_____________________
_______________________
__________________
Post MSW Professional experience:
Employer
Dates
Position
_____________________
_______________________
__________________
_____________________
_______________________
1
__________________
_____________________
_______________________
__________________
Field instruction experience: (list institutions, number of students supervised)
______________________________________________________________________
______________________________________________________________________
In addition please sign that you are in agreement with the following:
I value the educational process for graduate level students and in this light agree to:
 Expose students to learning opportunities that include diversity.
 Assist students in developing assessment and intervention skills that address a bio-psycho-socialspiritual-cultural and environmental context.
 Differentiate with students between student learning and employee expectations.
 Assist students in gaining a strength-based perspective in practice.
 Provide students assigned to my agency with a minimum of one hour of individual supervision per
week for 34 weeks, provide ongoing feedback to students, address performance issues with the student
and field liaison if needed should they arise.
 Attend the Field Instructor Orientation, and gain continual information by participation in seminars,
meetings, and written information organized by the Director of Field Education.
 Participate in the student and program evaluation process.
 Adhere to Binghamton University’s program mission.
 Adhere to the NASW Code of Ethics and professional values.
 Have an LMSW or LCSW.
 Be licensed.
______________________________________
Field Instructor Signature
__________
Date
In order to receive library access or gym discounts we need the following information:
Your Home Address (Street, City, Zip):
Your Social Security #: _________________________
Date of Birth:
Visa Status, if any:
Please Return to:
_________________________
________________________
Binghamton University
P.O. Box 6000
Department of Social Work, DTC
Binghamton, NY 13902-6000
Att. Sophia Resciniti, Director of Field Education
2
APPENDIX 4
Request for Placement in Work-Site
Request for Work Site as Field Site
This form needs to be completed by any student interested in using their place of
work as a field site for one year of field instruction. The process for requesting this
involves the following steps:
1.
2.
3.
4.
Complete the Request for Work Site as Field Site form and submit to the Director
of Field Education.
The Director of Field Education would explore with the agency, work supervisor,
and potential field instructor whether the viability of the plan described in the
request, and determine if the agency and field instructor meet the criteria of the
program.
The Director of Field Education and the Field Advisory Board would discuss the
viability of using the work site as a field placement.
The Director of Field Education determines if the placement is viable and notifies
the student and agency.
Student’s Name:
Name of Agency:
Name of Work Supervisor:
Name of Field Instructor (must be different person than the work supervisor)
Description of current job responsibilities:
Proposal for Field Placement Responsibilities: (field responsibilities must be completely
different than what you are doing in your job):
1
Please describe how you would manage balancing the hours you are required to complete
for your work responsibilities with the hours you are required to complete for field:
(please include work and field schedules). Please note that you need to complete 15
hours of field work spanning 34 weeks.
I am agreeable to the plan described above
____________________________
Student
___________________________
Employees Supervisor
_________________________
Potential Field Instructor (LMSW)
2
APPENDIX 5
Field Calendar
Binghamton University MSW Field Education
Calendar for academic year 2014-2015
Fall 2014
Field Instruction Orientation. Mandatory for
students entering SW 591
You cannot begin Field Instruction unless you
attend the orientation!
Field Hour Requirements:
Monday August 25th, 2014.
9am-5pm
Location: UDC 220 A&B
•
•
•
15 hours weekly (including one hour of
supervision)
Total of 240 hours for fall semester
Hours must be completed by the end of
the week of December 15, 2014
Field Education Instruction starts:
The week of September 1st, 2014.
Learning Plan:
Due the week of September 15th, 2014.
Mid-Semester Student Self -Evaluation:
Field Liaison/Midterm Progress Meeting:
Due the week of October 20th, 2014.
This meeting should take place half way through the
semester and no later than the week of October 20th,
2014.
End of Semester Student Self-Evaluation:
Field Instructor Final Evaluation:
Field Education Instruction Ends:
Due the week of December 8th, 2014.
Due the week of December 8th, 2014.
The week of December 15th, 2014.
Spring 2015
Field Hour Requirements:
•
•
•
15 hours weekly (including one hour
of supervision)
Total of 240 hours for fall semester
Hours must be completed by the end
of the week of May 11, 2015
Field Education Instruction starts:
The week of January 5th, 2015.
Mid-Semester Student Self-Evaluation:
Field Liaison/Midterm Progress Meeting:
End of Semester Student Self-Evaluation:
Due the week of March 2nd, 2015.
This meeting should take place half way through the
semester and no later than the 1st week of March
Due the week of May 4th, 2015.
Field Instructor Final Evaluation:
Field Instruction Education Ends:
Due the week of May 4th, 2015.
The week of May 11th, 2015.
APPENDIX 6
Field Contract
1st Year Full Time Due Date: April 10, 2015
1st Year Part Time Due Date: January 19, 2015
Field Contract
Planning for field placements is an integral part of your education in the MSW program. We realize that in
doing so there are many things you need to consider including but not limited to your personal interests and
schedules. While not comprehensive of all field requirements we hope that by highlighting the following items,
we will identify topics that students frequently identify as significant to their planning process. Please review,
sign, date, and return the Department of Social Work with the other admission paperwork that we ask for you to
complete.
Hourly Requirements: While some flexibility in field hours may be negotiable to an extent, students should
expect that they will need to accomplish 15 hours of their internship Mondays through Fridays. There may be
agencies willing to have students complete some hours over a weekend or evening hours, but as students
anticipate their field requirements, they should expect that they may need to complete all hours during daytime
hours, Monday through Friday. This factor may have particular significance for part time student in planning a
personal schedule that will accommodate field requirements.
Semesters Required: Field arrangements are designed so that students can remain in a single site for an entire
academic year, or over two contiguous semesters. Students must successfully complete two semesters in a
sequence without interruption. It is not possible to receive credit for one semester of field, skip a semester and
return at a later time to complete the second half of the requirement.
Establishing a field placement: Students’ should save all emails and information regarding deadlines and
announcements about field. This information will be communicated via email and it is the student’s
responsibility to read and respond to emails issued through the university in a timely fashion. In order to
maintain and complete field successfully, it is the responsibility of the student to submit all required documents
including the field application, and resume by the assigned time. Late applications, or students who neglect to
arrange a meeting for field placement may not be placed according to the planned curriculum and this could
effect a student’s ability to take other courses in which field is a pre or co-requisite.
Paperwork and deadlines: It is important for students to read the field calendar and field manual carefully
each semester and be aware of due dates for all field assignments. Outstanding evaluations could result in a
student receiving an unsatisfactory grade. All assignments should be stapled, your name should be clearly
printed, and handed in to the Department secretary or if it is after hours deposited in the mail room mail box
across from the graduate lounge on the 3rd floor. Please do not slide paperwork under office doors or fax
materials to the office.
I understand that turning in late paperwork (field application, signing up for a first year meeting for field,
liability insurance etc.), will result in restricted registration for field.
Signature: _____________________________
Date: __________________
Print Name: ____________________________
Adapted with permission from David Pettie, SUNY Albany
APPENDIX 7
Student Applications for Field
A. Foundation Year Full-Time Students
B. Foundation Year Part-Time Students
C. Concentration Year Full and Part-Time Students
Field Instruction Placement Application
First Year Full-Time Students
DUE DATE:
April 10, 2015
This application is the first step in a collaborative process in deciding what agency you will use for the first year
field instruction. Every effort will be made to consider your interests, professional goals and personal needs in
finding a good match. Please consider a few things before completing this application.
First, Binghamton University’s MSW Program is based on a Generalist Foundation for the first year, and an
Advanced Generalist Concentration in the second. This means that we want all students to be prepared to deal
with a wide range of systems (such as work with individuals, families, groups, organizations and communities),
with diverse populations across the entire lifespan. Often times, human nature seeks experiences based on what
is familiar and comfortable. We will be encouraging you in your educational journey to stretch yourself and
expose yourself to new learning opportunities. If you have experience, for example working with young
people, we will encourage you to try working with different populations. We want you to have exposure to
many different kinds of people, agencies, and work environments so that you will have multiple and diverse
experiences to draw from after you graduate.
I. Personal Information
Name: _____________________________________________________________
Last
First
Email:
____________________________________________________________
Summer Address:
_________________________________
_________________________________
_________________________________
Daytime Phone:
Local Address if known:
_________________________________
_________________________________
_________________________________
Phone#:
_________________________________
1
II.
Interests:
Please check the areas that interest you for a first year field placement and that reflect areas you have
NOT already experienced:
 Children & Family
 Aging/Geriatrics
 Mental Health
 Child Welfare
 Corrections/Criminal Justice
 Health Care
 Domestic Violence

 HIV/AIDS
 School (youth)
Intellectual and Developmental Challenges
 Addictions & Chemical Dependency
 Other:
Students will be expected to participate in learning opportunities in all the areas listed below. Please
check areas of study which you may like to learn about first:
 Case-Management
 Groups
 Organization
 Individuals
 Policy Development
 Families
 Community Organizing
In thinking about what you need to learn more about in terms of client populations, issues, age groups,
interventions or work with varying systems please describe 2 learning goals you wish to achieve in your
first year field placement:
1.
2.
Please describe your professional goals (what you hope to do with an MSW degree):
2
Reasonable accommodations will be provided for students with physical, sensory, systemic, cognitive, learning
and psychiatric disabilities. Disability documentation should be sent to Services for Student with Disabilities
and a follow-up appointment should be made with them to explore needs, services and accommodations at 607777-2686. If you believe you have a disability requiring accommodation in your field setting, please notify the
Director of Field Education prior to arrangement of a field placement. If mobility is an issue, it is important to
realize that although it is not the University’s responsibility to provide transportation to and from field
instruction sites, we will make every effort to try to select a field site that is on a public transportation route,
and is accessible. The Director of Field Education will work with you to identify an appropriate educational
experience and assist you in informing the field instructor of any appropriate accommodations you may need.
Please describe any disability related needs you would like considered in identifying and arranging, a
suitable field placement for you.
Given that we are in a rural area, the University’s policy states you may be placed in an agency within
100 mile radius of the University or your home community. We cannot guarantee placement in the
county that you reside in and encourage you to consider traveling farther to broaden your options to
learning opportunities. Please check counties that you would prefer to travel to for your field
instruction:






Broome
Tioga
Onondaga
Delaware
Seneca
Madison












Chenango
Cortland
Oneida
Otsego
Cayuga
Greene
Chemung
Tompkins
Schuyler
Schoharie
Steuben
Other:
Do you have a current driver’s license?
Yes
No
Do you have a car available?
Yes
No
Are you willing to drive your car for field related activities?
Yes
No
*Our policy states that students are not to drive or transfer clients in their own car.
Please attach a current resume that includes human service experience (both work and volunteer).
Additionally please send me your resume electronically as an attachment in word to:
[email protected]
The application can be sent to:
Binghamton University
Department of Social Work
PO Box 6000
Binghamton, NY 13902-6000
Att. Sophia Resciniti
3
Field Instruction Placement Application
First Year Part-Time Students
DUE DATE:
January 19, 2015
This application is the first step in a collaborative process in deciding what agency you will use for the first year
field instruction. Every effort will be made to consider your interests, professional goals and personal needs in
finding a good match. Please consider a few things before completing this application.
First, Binghamton University’s MSW Program is based on a Generalist Foundation for the first year, and an
Advanced Generalist Concentration in the second. This means that we want all students to be prepared to deal
with a wide range of systems (such as work with individuals, families, groups, organizations and communities),
with diverse populations across the entire lifespan. Often times, human nature seeks experiences based on what
is familiar and comfortable. We will be encouraging you in your educational journey to stretch yourself and
expose yourself to new learning opportunities. If you have experience, for example working with young
people, we will encourage you to try working with different populations. We want you to have exposure to
many different kinds of people, agencies, and work environments so that you will have multiple and diverse
experiences to draw from after you graduate.
I. Personal Information
Name: _____________________________________________________________
Last
First
Email:
____________________________________________________________
Summer Address:
_________________________________
_________________________________
_________________________________
Daytime Phone:
Local Address if known:
_________________________________
_________________________________
_________________________________
Phone#:
_________________________________
1
II.
Interests:
Please check the areas that interest you for a first year field placement and that reflect areas you have
NOT already experienced:

Children & Family

Aging/Geriatrics

Mental Health

Child Welfare

Corrections/Criminal Justice 

Domestic Violence

Developmental Disabilities

HIV/AIDS

School (youth)

Academia (college)

Addictions & Chemical Dependency
 Policy & Administration
Health Care
 Other:
Students will be expected to participate in learning opportunities in all the areas listed below. Please
check areas of study which you may like to learn about first:



Case-Management
Groups
Organization
 Individuals
 Policy Development
 Families
 Community Organizing
In thinking about what you need to learn more about in terms of client populations, issues, age groups,
interventions or work with varying systems please describe 2 learning goals you wish to achieve in your
first year field placement:
1.
2.
Please describe your professional goals (what you hope to do with an MSW degree):
2
Reasonable accommodations will be provided for students with physical, sensory, systemic, cognitive, learning
and psychiatric disabilities. Disability documentation should be sent to Services for Student with Disabilities
and a follow-up appointment should be made with them to explore needs, services and accommodations at 607777-2686. If you believe you have a disability requiring accommodation in your field setting, please notify the
Director of Field Education prior to arrangement of a field placement. If mobility is an issue, it is important to
realize that although it is not the University’s responsibility to provide transportation to and from field
instruction sites, we will make every effort to try to select a field site that is on a public transportation route,
and is accessible. The Director of Field Education will work with you to identify an appropriate educational
experience and assist you in informing the field instructor of any appropriate accommodations you may need.
Please describe any disability related needs you would like considered in identifying and arranging, a
suitable field placement for you.
Given that we are in a rural area, the University’s policy states you may be placed in an agency within
100 mile radius of the University or your home community. We cannot guarantee placement in the
county that you reside in and encourage you to consider traveling farther to broaden your options to
learning opportunities. Please check counties that you would prefer to travel to for your field
instruction:






Broome
Tioga
Onondaga
Delaware
Seneca
Madison












Chenango
Cortland
Oneida
Otsego
Cayuga
Greene
Do you have a current driver’s license?
Do you have a car available?
Yes
Yes
Chemung
Tompkins
Schuyler
Schoharie
Steuben
Other:
No
No
Are you willing to drive your car for field related activities?
Yes
No
*Our policy states that students are not to drive or transfer clients in their own car.
3
Field placements are expected to be completed on weekdays that you do not have classes, a few
placements are available that provide alternative schedules. Please check the appropriate boxes that best
reflect your needs. There is no guarantee that your request will accommodated, although effort will be
made to do so.

I would prefer to have my placement occur on weekdays

I would prefer to have my placement occur one weekend day and one weekday time

I would prefer to have my field placement occur on Saturday and Sundays

I would prefer to have my field placement occur several evenings a week (15 hours)
Please attach a current Resume that includes human service experience (both work and volunteer).
Additionally please send me your resume electronically as an attachment in word to:
[email protected]
The application can be sent to:
Binghamton University
Department of Social Work
PO Box 6000
Binghamton, NY 13902-6000
Att. Sophia Resciniti
4
Field Instruction Placement Application Concentration
Year Placement (Full Time & Part Time)
DUE DATE:
December 12, 2014
This application is the first step in a collaborative process in deciding what agency you will use for the first year
field instruction. Every effort will be made to consider your interests, professional goals and personal needs in
finding a good match. Please consider a few things before completing this application.
First, Binghamton University’s MSW Program is based on a Generalist Foundation for the first year, and an
Advanced Generalist Concentration in the second. This means that we want all students to be prepared to deal
with a wide range of systems (such as work with individuals, families, groups, organizations and communities),
with diverse populations across the entire lifespan.
I. Personal Information
Name: _____________________________________________________________
Last
First
Email:
____________________________________________________________
Summer Address:
_________________________________
_________________________________
_________________________________
Daytime Phone:
Local Address if known:
_________________________________
_________________________________
_________________________________
Phone#:
_________________________________
1
II.
Interests:
Please check the areas that interest you for a second year field placement:
 Children & Family
 Aging/Geriatrics
 Mental Health
 Child Welfare
 Corrections/Criminal Justice  Health Care
 Domestic Violence
 Developmental Disabilities
 School (youth)
 Academia (college)
 HIV/AIDS
 Addictions & Chemical Dependency
 Policy & Administration
 Other:
Students will be expected to participate in learning opportunities in all the areas listed below. Please
check areas of study of particular interest to you:



Case-Management
Groups
Organization
 Individuals
 Policy Development
 Families
 Community Organizing
In thinking about what you need to learn more about in terms of client populations, issues, age groups,
interventions or work with varying systems please describe 2 learning goals you wish to achieve in your
second year field placement:
1.
2.
Please describe your professional goals (what you hope to do with an MSW degree):
2
Field Placement Agencies can be found on our website (sorted by county). Please review this list and select
your top 3 choices. Many variables contribute to the decision and there is no guarantee that you will get the
choices you identify. However, your input is important. Please list your top 3 choices:
1.
2.
3.
Reasonable accommodations will be provided for students with physical, sensory, systemic, cognitive, learning
and psychiatric disabilities. Disability documentation should be sent to Services for Student with Disabilities
and a follow-up appointment should be made with them to explore needs, services and accommodations at 607777-2686. If you believe you have a disability requiring accommodation in your field setting, please notify the
Director of Field Education prior to arrangement of a field placement. If mobility is an issue, it is important to
realize that although it is not the University’s responsibility to provide transportation to and from field
instruction sites, we will make every effort to try to select a field site that is on a public transportation route,
and is accessible. The Director of Field Education will work with you to identify an appropriate educational
experience and assist you in informing the field instructor of any appropriate accommodations you may need.
Please describe any disability related needs you would like considered in identifying and arranging, a
suitable field placement for you.
Given that we are in a rural area, the University’s policy states you may be placed in an agency within
100 mile radius of the University or your home community. We cannot guarantee placement in the
county that you reside in and encourage you to consider traveling farther to broaden your options to
learning opportunities. Please check counties that you would prefer to travel to for your field
instruction:






Broome
Tioga
Onondaga
Delaware
Seneca
Madison












Chenango
Cortland
Oneida
Otsego
Cayuga
Greene
Do you have a current driver’s license?
Do you have a car available?
Yes
Yes
Chemung
Tompkins
Schuyler
Schoharie
Steuben
Other:
No
No
Are you willing to drive your car for field related activities?
Yes
3
No
*Our policy states that students are not to drive or transfer clients in their own car.
Field placements are expected to be completed on weekdays that you do not have classes, a few
placements are available that provide alternative schedules. Please check the appropriate boxes that best
reflect your needs. There is no guarantee that your request will accommodated, although effort will be
made to do so.

I would prefer to have my placement occur on weekdays

I would prefer to have my placement occur one weekend day and one weekday time

I would prefer to have my field placement occur on Saturday and Sundays

I would prefer to have my field placement occur several evenings a week (15 hours)
Please attach a current Resume that includes human service experience (both work and volunteer, and
your field experience).
The application can be sent to:
Binghamton University
Department of Social Work
PO Box 6000
Binghamton, NY 13902-6000
Att. Sophia Resciniti
[email protected].
4
APPENDIX 8
Learning Plans
A. Learning Plan Description
B. Foundation Year Learning Plans
C. Foundation Year Learning Plan with Examples
D. Concentration Year Learning Plan
E. Concentration Year Learning Plan with Examples
Explanation of the Student Learning Plan
The student learning plan provides a broad framework for developing an individualized learning plan which
is responsive to the needs of the student and the resources of the field agency. It is designed to give direction
and learning structure to the field experience and is developed around the core practice competencies that
are designated in the 2008 Educational Policy and Accreditation Standards (EPAS) by the Council on
Social Work Education (CSWE).
CSWE has operationalized these competencies by identifying 41 practice behaviors defined as “a set of
measurable practice behaviors that are comprised of knowledge, value and skills.” The internship plays a
key role in teaching practice behaviors to students while measuring and reflecting the student’s ability to
demonstrate capacity in the ten core competency areas identified by CSWE.
List of Ten Core Competencies Identified by CSWE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Identify as a professional social worker and conduct oneself accordingly.
Apply social work ethical principles to guide professional practice.
Apply critical thinking to inform and communicate professional judgments.
Incorporate diversity into practice.
Advocate for human rights and social justice.
Engage in research-informed practice and practice-informed research.
Apply knowledge of human behavior in the social environment.
Engage in policy practice to advance social and economic well-being.
Respond to contexts that shape practice.
Engage, assess, intervene and evaluate with individuals, families groups, organizations and
communities.
It is the joint responsibility of the student and field instructor to negotiate the learning plan content within the
first weeks of the field placement. The student is responsible for providing a copy of the Learning Plan to the
Field Director and Field Liaison by the assigned due date stated in the Field Calendar. We ask that during the
next three weeks Field Instructors and students begin to select tasks/activities that will be completed during the
student’s 510 hour fieldwork. The field instructor and student can add and delete tasks/activities that will or will
not be completed and that are specific to this particular internship. Consider this a living kind of document,
which is open to revision, if needed. This agreement will be utilized by the Field Liaison when conducting the
site visit.
Directions to complete the Student Learning Plan: For each Competency and Practice Behavior, in the space
provided, state the agency learning task or activity which will give the student experience to learn a practice
behavior. State how you will see the evidence that the learning has been accomplished. Using the accompanying
document “Example of Student Tasks and Activities in the Student Learning Plan” you can select from the
examples and/or provide your own but include at least 2 tasks or activities per competency that students will be
engaged in over the course of their 510 hours of fieldwork.
A sample learning plan as well as a list of sample tasks/activities is included to assist students and field
instructors in developing appropriate tasks. Please refer to the Field Education Website or contact your field
liaison if you have additional questions.
Foundation Year Field Placement Learning Plan
College of Community and Public Affairs
Department of Social Work
CONTACT INFORMATION
MSW Intern
Email Address
Agency
Field Instructor
Address
City
Email Address
Agency
Task Supervisor (if applicable)
Phone #
Phone #
Address
Zip
Office #
Field Placement Professor
Email Address
Office #
Sophia Resciniti
[email protected]
607-777-9163
Field Liaison
Email
Phone #
State
Zip
Semester:
SW 59__
Tasks to address practice behaviors
1.
2.
2. Practices personal reflection and self- correction to
assure continual professional development.
1.
2.
3. Attends to professional roles and boundaries.
1.
2.
4. Demonstrates professional demeanor in behavior,
appearances, and communication.
1.
2.
3.
1.
5. Views self as being at the start of a life-long
learning process as a professional social worker
2.
6. Uses supervision and consultation effectively.
1.
2.
1
Office #
Day and Time of Supervision
1. Competency: Professionalism
Core Competency 2.1.1: Student identifies as a
professional social worker and conducts
himself/herself accordingly
1. Advocates for client access to the services of social
work.
Office #
Days and Hours of Internship:
City
Email Address
State
Date
2. Competency: Ethical Practice
Core Competency 2.1.2: Student applies social work
ethical principles to guide his or her professional
practice
Tasks to Address Practice Behaviors
1. Recognize and manage personal values in a way
that allows professional values to guide practice.
1.
2.
2. Make ethical decisions by applying standards of the
NASW Code of Ethics and, as applicable, of the
IFSW/IASSW ethics in Social Work, Statement
Principles.
1.
3. Tolerate ambiguity in resolving ethical conflicts.
1.
2.
2.
4. Applies strategies of ethical reasoning to arrive at
principled decisions.
1.
2.
3. Competency: Critical Thinking
Core Competency 2.1.3: Student applies critical
thinking to inform and communicate professional
judgments.
Tasks to address Practice Behaviors
1. Distinguish, appraise, and integrate multiple
sources of knowledge, including research-based
knowledge and practice wisdom.
1.
2. Analyzes models of assessment, prevention,
intervention, and evaluation.
1.
2.
2.
3. Demonstrates effective oral and written
communication in working with individuals, families,
groups, organizations, communities, and
colleagues.
1.
2.
2
4. Competency: Diversity and Difference
in Practice.
Core Competency 2.1.4: Student engages diversity and
difference in practice
1. Recognizes the extent to which a culture’s structure
and values may oppress, marginalize, alienate, or
create or enhance privilege and power.
Tasks to Address Practice Behaviors
1.
2.
2. Gains sufficient self-awareness to eliminate the
influence of personal biases and values in working
with diverse groups.
1.
3. Recognizes and communicates an understanding
of the importance of difference in shaping life
experiences.
1.
4. Views self as learner and clients as informants.
1.
2.
2.
2.
5. Competency: Human Rights and Social
and Economic Justice
Core Competency 2.1.5: Student advances human
rights and social economic justice
1. Understands the forms and mechanisms of
oppression and discrimination.
Tasks to Address Practice Behaviors
1.
2.
2. Advocates for human rights and social and
economic justice.
1.
2
3. Engages in practices that advance social economic
justice.
1.
2.
3
6. Competency: Research and Practice
Core Competency 2.1.6: Student engages in researchinformed practice and practice-informed research
Tasks to Address Practice Behaviors
1. Student uses practice experience to inform
scientific inquiry.
1.
2.
1. Uses research evidence to inform practice.
1.
2.
7. Competency: Human Behavior and the
Social Sciences
Core Competency 2.1.7: Student applies knowledge of
human behavior and the social environment.
Tasks to Address Practice Behaviors
1. Utilizes conceptual frameworks to guide the
process of assessment, intervention, and
evaluation.
1.
2. Critiques and applies knowledge to understand
person and environment.
1.
2.
2.
8. Competency: Policy Practice
Core Competency 2.1.8: Student engages in policy
practice to advance social and economic well-being
and to deliver effective social work services.
Tasks to Address Practice Behaviors
1. Analyzes, formulates, and advocates for policies
that advance social-well being.
1.
2.
2. Collaborates with colleagues and clients for
effective policy action.
1.
2.
4
9. Competency: Practice Context
Core Competency 2.1.9: Student responds to contexts
that shape practice.
Tasks to Address Practice Behaviors
1. Continuously discovers, appraises, and attends to
changing locales, populations, scientific and
technological developments, and emerging societal
trends in order to provide relevant services.
1.
2.
3.
1.
2. Recognizes the leadership role that professional
social worker play in promoting sustainable
changes in service delivery and practice to improve
the quality of social workers.
2.
3.
10. Competency: Engagement,
Assessment, Intervention, Evaluation
Core Competency 2.1.10 (a) Engagement
Tasks to Address Practice Behaviors
1. Substantially and effectively prepares for action
with individuals, families, groups, organizations and
community.
1.
2. Uses empathy and other interpersonal skills.
1.
2.
2.
3. Develops a mutually agreed-on focus of work and
desired outcomes.
1.
2.
3.
Tasks to Address Practice Behaviors
Core Competency 2.1.10 (b) : Assessment
1. Collects, organizes, and interprets client data.
1.
2.
2. Assesses client’s strengths and limitations.
1.
2.
3. Develops mutually agreed-on intervention goals
1.
5
and objectives.
2.
4. Selects appropriate intervention strategies.
1.
2.
Core Competency 2.1.10 (c): Intervention
Tasks to Address Practice Behaviors
1. Initiates actions to achieve organizational goals.
1.
2.
2. Implements prevention interventions that enhance
client capacities.
1.
2.
3. Helps clients resolve problems.
1.
2.
4. Negotiates, mediates, and advocates for clients.
1.
2.
5. Facilitates transitions and endings.
1.
2.
Core Competency 2.1.10 (d): Evaluation
Tasks to Address Practice Behaviors
1. Critically analyzes, monitors, and evaluates
interventions.
1.
2.
SIGNATURE
MSW Intern Signature
Today’s Date
MSW Supervisor Signature (LMSW or LCSW)
Today’s Date
Task Supervisor Signature (if applicable)
Today’s Date
6
Foundation Year Field Placement Learning Plan
College of Community and Public Affairs
Department of Social Work
CONTACT INFORMATION
MSW Intern
Email Address
Agency
Field Instructor
Address
City
Email Address
Agency
Task Supervisor (if applicable)
Phone #
Office #
Address
Zip
Office #
Days and Hours of Internship:
City
Email Address
State
Date
Office #
Field Placement Professor
Email Address
Office #
Sophia Resciniti
[email protected]
607-777-9163
Field Liaison
Email
Phone #
State
Zip
Office #
Day and Time of Supervision
Semester:
SW 59__
1. Competency: Professionalism
Core Competency 2.1.1: Student identifies as a
professional social worker and conducts
himself/herself accordingly
Tasks to address practice behaviors
1. Advocates for client access to the services of social
work.
1.Determine commonly used resources for clients &
most effective referral process
2.Explore local and community resources available to
clients and for case management
2. Practices personal reflection and self- correction to
assure continual professional development.
1.Discuss needed areas of growth in supervision & work
on strategies toward growth
2.Keep reflective journal log of prof. development &
challenges; discuss in supervision
3. Attends to professional roles and boundaries.
1.Discuss appropriate roles & boundaries of a student
intern; practice these behaviors
2.Attend multidisciplinary staff mtgs; discuss social work
cases, roles & viewpoints
1.Dress according to agency policy
4. Demonstrates professional demeanor in behavior,
appearances, and communication.
2.Present to weekly supervision meetings with a list of
topics to discuss
5. Views self as being at the start of a life-long
learning process as a professional social worker
1.Explore career options in social work
2.Participate in ongoing workshops & trainings related to
social work
6. Uses supervision and consultation effectively.
1.Attend weekly supervision meetings; prepare topics to
discuss supervisor
1
2.Consult with agency staff when appropriate to discuss
social work related issues
2. Competency: Ethical Practice
Core Competency 2.1.2: Student applies social work
ethical principles to guide his or her professional
practice
Tasks to Address Practice Behaviors
1. Recognize and manage personal values in a way
that allows professional values to guide practice.
1.Discuss any personal, ethical or value dilemmas with
your Field Instructor
2.Maintain notes on thoughts & perceptions and how
these can affect work with clients
2. Make ethical decisions by applying standards of the
NASW Code of Ethics and, as applicable, of the
IFSW/IASSW ethics in Social Work, Statement
Principles.
1.Discuss NASW Code of Ethics with Field Instructor;
role of Code in agency
2.Attend interagency meetings & in-service
presentations on aspects of ethical service
3. Tolerate ambiguity in resolving ethical conflicts.
1.Apply strategies of ethical reasoning to a case; discuss
in supervision
2.Identify agency & client ethical dilemmas caused by
external factors (funding cuts, etc)
4. Applies strategies of ethical reasoning to arrive at
principled decisions.
1.Discuss ethics with agency professionals and how they
face ethics in practice
2.Relate ethical principles to case consultation in team
meeting and supervision
3. Competency: Critical Thinking
6. Core Competency 2.1.3: Student
applies critical thinking to inform
and communicate professional
judgments.
Tasks to address Practice Behaviors
1. Distinguish, appraise, and integrate multiple
sources of knowledge, including research-based
knowledge and practice wisdom.
1.Interview members of a treatment team for varying
perspectives
2.Read professional journal articles that relate to
practice and discuss with supervisor
2. Analyzes models of assessment, prevention,
intervention, and evaluation.
1.Utilize identified assessment model and analyze its
use in the agency
2.Review treatment and/or prevention models to
determine effectiveness with specific age groups
3. Demonstrates effective oral and written
communication in working with individuals, families,
groups, organizations, communities, and
colleagues.
1.Staff cases at agency; solicit feedback regarding
documentation
2.Participate in community work groups geared towards
2
effective practice in field
4. Competency: Diversity and Difference
in Practice.
Core Competency 2.1.4: Student engages diversity and
difference in practice
1. Recognizes the extent to which a culture’s structure
and values may oppress, marginalize, alienate, or
create or enhance privilege and power.
Tasks to Address Practice Behaviors
1.Understand the many forms of diversity & how this
influences work with clients
2.Use assessments that include sections of
diversity/culture/spirituality as identified by client
2. Gains sufficient self-awareness to eliminate the
influence of personal biases and values in working
with diverse groups.
1.Identify worker and client differences using strengths
perspective
2.Keep reflective journal to record observations of
practice, personal reactions to clients
3. Recognizes and communicates an understanding
of the importance of difference in shaping life
experiences.
1.Work effectively with diverse populations
4. Views self as learner and clients as informants.
1.Strive to be assigned a diverse caseload of clients
2.Research and apply knowledge related to diversity to
enhance client well-being
2.Work with task supervision of different
ethnicity/gender; explore varying perspectives
5. Competency: Human Rights and Social
and Economic Justice
Core Competency 2.1.5: Student advances human
rights and social economic justice
1. Understands the forms and mechanisms of
oppression and discrimination.
Tasks to Address Practice Behaviors
1.Familiarize self with current political events & impact
on client
2.Identify forms of oppression/discrimination of particular
client group; discuss with Field Instructor
2. Advocates for human rights and social and
economic justice.
1.Advocate for client services at a community event
2.Follow a bill promoting civil rights for marginalized
group
3. Engages in practices that advance social economic
justice.
1.Attend Advocacy Day; share experience with Field
Instructor and others (if appropriate)
2.Contact legislators about a current advocacy need
3
6. Competency: Research and Practice
Core Competency 2.1.6: Student engages in researchinformed practice and practice-informed research
Tasks to Address Practice Behaviors
1. Student uses practice experience to inform
scientific inquiry.
1.Read professional journal articles relevant to agency
population
2.Solicit feedback from agency personnel to learn about
effective forms of intervention use with client population
2. Uses research evidence to inform practice.
1.Explore research related to agency target population;
review findings with Field Instructor
2.Assess use of current research based practice and its
effectiveness with client(s)
7. Competency: Human Behavior and the
Social Sciences
Core Competency 2.1.7: Student applies knowledge of
human behavior and the social environment.
Tasks to Address Practice Behaviors
1. Utilizes conceptual frameworks to guide the
process of assessment, intervention, and
evaluation. .
1.Become familiar with different assessment tools & the
strengths/limitations to each tool
2.Understand developmental stages of client
population& integrate this into assessment process
2. Critiques and applies knowledge to understand
person and environment.
1.Complete an intake assessment and intervention plan
for a case
2.Utilize specific interventions to increase understanding
of client in environment
8. Competency: Policy Practice
Core Competency 2.1.8: Student engages in policy
practice to advance social and economic well-being
and to deliver effective social work services.
Tasks to Address Practice Behaviors
1. Analyzes, formulates, and advocates for policies
that advance social-well-being.
1.Participate in community advocacy event
2.Attend Advocacy Day and meet with legislators
regarding policy issues
2. Collaborates with colleagues and clients for
1.Attend an agency policy development meeting
4
effective policy action.
2.Discuss the laws that affect agency with Field
Instructor
9. Competency: Practice Context
Core Competency 2.1.9: Student responds to contexts
that shape practice.
Tasks to Address Practice Behaviors
1. Continuously discovers, appraises, and attends to
changing locales, populations, scientific and
technological developments, and emerging societal
trends in order to provide relevant services.
1.Participate in or attend community coalition meetings
2. Recognizes the leadership role that professional
social worker play in promoting sustainable
changes in service delivery and practice to improve
the quality of social workers.
1.Organize a community event to create awareness of
social services; client resources
2.Assist with or participate in local trainings or
workshops relevant to agency issues
2.Develop or revise community resource guide.
10. Competency: Engagement,
Assessment, Intervention, Evaluation
Core Competency 2.1.10 (a) : Engagement
Tasks to Address Practice Behaviors
1. Substantially and effectively prepares for action
with individuals, families, groups, organizations and
community.
1.Seek feedback from Field Instructor about ways to
build rapport & trust with client populations
2.Plan, develop and carry out support group
2. Uses empathy and other interpersonal skills.
1.Identify areas of comfort & discomfort in client
engagement & discuss with Field Instructor
2.Participate in a client intake interview
3. Develops a mutually agreed-on focus of work and
desired outcomes.
1.Work with a client or client system to develop an
intervention plan
2.Role play an assessment with Field Instructor and
work on agreed upon goals & outcomes
Core Competency 2.1.10 (b) : Assessment
7.
Behaviors
1. Collects, organizes, and interprets client data.
Tasks to Address Practice
1.Observe client assessment and offer to write, organize
and interpret data
2.Do a family genogram and ecomap as part of an
assessment
2. Assesses client’s strengths and limitations.
1.Develop a written assessment of client that includes
client’s strengths & weakness
5
2.Shadow colleagues when available; observe
assessment & documentation skills as well as cultural
observations
1.Participate in appropriate goal setting with client
3. Develops mutually agreed-on intervention goals
and objectives.
2.Continually review goals and objectives with client to
monitor progress
1.Discuss topic of intervention strategies with Field
Instructor
4. Selects appropriate intervention strategies.
2.Built caseload of clients & monitor progress toward
meeting goals
Core Competency 2.1.10 (c): Intervention
Tasks to Address Practice Behaviors
1. Initiates actions to achieve organizational goals.
1.Advocate for clients in need of community services
2.Facililtate referral process of client to another agency,
when appropriate
1.Lead a support group or psycho-education group
2. Implements prevention interventions that enhance
client capacities.
2.Develop a mutually agreed-upon focus of work and
case plan with client
1.Demonstrate ability to empathize & use appropriate
interpersonal skills with clients
3. Helps clients resolve problems.
2.Empower clients to identify & work on specific,
achievable goals within designated time frame
1.Identify & connect client to community resources to
assist in recovery process
4. Negotiates, mediates, and advocates for clients.
2.Maintain communication & follow up with client (when
appropriate) to determine client outcomes and potential
success
5. Facilitates transitions and endings.
1.Review client progress through termination phase;
prepare client for final sessions/meetings
2.Follow up with client (as appropriate) to determine
sustained recovery efforts and success related to
determined goals
Tasks to Address Practice Behaviors
Core Competency 2.1.10 (d): Evaluation
1. Critically analyzes, monitors, and evaluates
interventions.
1.Evaluate assessments/data collection & intervention
practices during supervision
2.Review client file(s) to determine progress toward
agreed upon goals between client & intern
SIGNATURE
MSW Intern Signature
Today’s Date
MSW Supervisor Signature (LMSW or LCSW)
Today’s Date
Task Supervisor Signature (if applicable)
Today’s Date
6
7
Concentration Year Field Placement Learning Plan
College of Community and Public Affairs
Department of Social Work
CONTACT INFORMATION
MSW Intern
Email Address
Agency
Address
Field Instructor
City
Email Address
Agency
Task Supervisor
Phone #
Office #
Address
(if applicable)
Zip
Office #
Field Placement Professor
Email Address
Office #
Sophia Resciniti
[email protected]
607-777-9163
Field Liaison
Email
Phone #
State
Zip
Semester:
SW 59__
Tasks to address practice behaviors
1. Advocates for client access to the services of social
work.
1.
2.
2. Practices personal reflection and self- correction to
assure continual professional development.
1.
2.
3. Attends to professional roles and boundaries.
1.
2.
4. Demonstrates professional demeanor in behavior,
appearances, and communication.
1.
2.
3.
1.
5. Views self as being at the start of a life-long
learning process as a professional social worker
2.
6. Uses supervision and consultation effectively.
1.
2.
1
Office #
Day and Time of Supervision
1. Competency: Professionalism
Core Competency 2.1.1: Student identifies as a
professional social worker and conducts
himself/herself accordingly
Office #
Days and Hours of Internship:
City
Email Address
State
Date
2. Competency: Ethical Practice
Core Competency 2.1.2: Student applies social work
ethical principles to guide his or her professional
practice
Tasks to Address Practice Behaviors
1. Recognize and manage personal values in a way
that allows professional values to guide practice.
1.
2.
2. Make ethical decisions by applying standards of the
NASW Code of Ethics and, as applicable, of the
IFSW/IASSW ethics in Social Work, Statement
Principles.
1.
3. Tolerate ambiguity in resolving ethical conflicts.
1.
2.
2.
4. Applies strategies of ethical reasoning to arrive at
principled decisions.
1.
2.
3. Competency: Critical Thinking
Core Competency 2.1.3: Student applies critical
thinking to inform and communicate professional
judgments.
Tasks to address Practice Behaviors
1. Distinguish, appraise, and integrate multiple
sources of knowledge, including research-based
knowledge and practice wisdom.
1.
2. Analyzes models of assessment, prevention,
intervention, and evaluation.
1.
2.
2.
3. Demonstrates effective oral and written
communication in working with individuals, families,
groups, organizations, communities, and
colleagues.
1.
2.
2
4. Competency: Diversity and Difference
in Practice.
Core Competency 2.1.4: Student engages diversity and
difference in practice
1. Recognizes the extent to which a culture’s structure
and values may oppress, marginalize, alienate, or
create or enhance privilege and power.
Tasks to Address Practice Behaviors
1.
2.
2. Gains sufficient self-awareness to eliminate the
influence of personal biases and values in working
with diverse groups.
1.
3. Recognizes and communicates an understanding
of the importance of difference in shaping life
experiences.
1.
4. Views self as learner and clients as informants.
1.
2.
2.
2.
5. Competency: Human Rights and Social
and Economic Justice
Core Competency 2.1.5: Student advances human
rights and social economic justice
1. Understands the forms and mechanisms of
oppression and discrimination.
Tasks to Address Practice Behaviors
1.
2.
2. Advocates for human rights and social and
economic justice.
1.
2
3. Engages in practices that advance social economic
justice.
1.
2.
3
6. Competency: Research and Practice
Core Competency 2.1.6: Student engages in researchinformed practice and practice-informed research
Tasks to Address Practice Behaviors
1. Student uses practice experience to inform
scientific inquiry.
1.
2.
2. Uses research evidence to inform practice.
1.
2.
7. Competency: Human Behavior and the
Social Sciences
Core Competency 2.1.7: Student applies knowledge of
human behavior and the social environment.
Tasks to Address Practice Behaviors
1. Utilizes conceptual frameworks to guide the
process of assessment, intervention, and
evaluation. .
1.
2. Critiques and applies knowledge to understand
person and environment.
1.
2.
2.
8. Competency: Policy Practice
Core Competency 2.1.8: Student engages in policy
practice to advance social and economic well-being
and to deliver effective social work services.
Tasks to Address Practice Behaviors
1. Analyzes, formulates, and advocates for policies
that advance social-well being.
1.
2.
2.
Collaborates with colleagues and clients for
effective policy action.
1.
2.
4
9. Competency: Practice Context
Core Competency 2.1.9: Student responds to contexts
that shape practice.
Tasks to Address Practice Behaviors
1. Continuously discovers, appraises, and attends to
changing locales, populations, scientific and
technological developments, and emerging societal
trends in order to provide relevant services.
1.
2.
3.
1.
2. Recognizes the leadership role that professional
social worker play in promoting sustainable
changes in service delivery and practice to improve
the quality of social workers.
2.
3.
10. Competency: Engagement,
Assessment, Intervention, Evaluation
Core Competency 2.1.10 (a) : Engagement
Tasks to Address Practice Behaviors
1. Substantially and effectively prepares for action
with individuals, families, groups, organizations and
community.
1.
2. Uses empathy and other interpersonal skills.
1.
2.
2.
3. Develops a mutually agreed-on focus of work and
desired outcomes.
1.
2.
3.
Core Competency 2.1.10 (b) : Assessment
Tasks to Address Practice Behaviors
1. Collects, organizes, and interprets client data.
1.
2.
2. Assesses client’s strengths and limitations.
1.
2.
3. Develops mutually agreed-on intervention goals
and objectives.
1.
2.
5
4. Selects appropriate intervention strategies.
1.
2.
Core Competency 2.1.10 (c): Intervention
Tasks to Address Practice Behaviors
1. Initiates actions to achieve organizational goals.
1.
2.
2. Implements prevention interventions that enhance
client capacities.
1.
2.
3. Helps clients resolve problems.
1.
2.
4. Negotiates, mediates, and advocates for clients.
1.
2.
5. Facilitates transitions and endings.
1.
2.
Core Competency 2.1.10 (d): Evaluation
Tasks to Address Practice Behaviors
1. Critically analyzes, monitors, and evaluates
interventions.
1.
2.
SIGNATURE
MSW Intern Signature
Today’s Date
MSW Supervisor Signature
Today’s Date
Task Supervisor Signature (if applicable)
Today’s Date
6
Concentration Year Field Placement Learning Plan
College of Community and Public Affairs
Department of Social Work
CONTACT INFORMATION
MSW Intern
Email Address
Agency
Address
Field Instructor
City
Email Address
Agency
Task Supervisor
Phone #
Office #
Address
(if applicable)
Field Placement Professor
Sophia Resciniti
Field Liaison
Office #
Email Address
[email protected]
Email
Zip
Office #
Days and Hours of
Internship:
City
Email Address
State
Date
Office #
607-777-9163
Phone #
State
Zip
Office #
Day and Time of Supervision
Semester:
SW 59__
1. Competency: Professionalism
Core Competency 2.1.1: Student identifies as a
professional social worker and conducts
himself/herself accordingly
Tasks to address practice behaviors
1. Advocates for client access to the services of social
work.
1.Determine commonly used resources for clients &
most effective referral process
2.Explore local and community resources available to
clients and for case management
2. Practices personal reflection and self- correction to
assure continual professional development.
1.Discuss needed areas of growth in supervision & work
on strategies toward growth
2.Keep reflective journal log of prof. development &
challenges; discuss in supervision
3. Attends to professional roles and boundaries.
1.Discuss appropriate roles & boundaries of a student
intern; practice these behaviors
2.Attend multidisciplinary staff mtgs; discuss social work
cases, roles & viewpoints
4. Demonstrates professional demeanor in behavior,
appearances, and communication.
1.Dress according to agency policy
2.Present to weekly supervision meetings with a list of
topics to discuss
5. Views self as being at the start of a life-long
learning process as a professional social worker
1.Explore career options in social work
2.Participate in ongoing workshops & trainings related to
social work
6. Uses supervision and consultation effectively.
1.Attend weekly supervision meetings; prepare topics to
discuss supervisor
1
2.Consult with agency staff when appropriate to discuss
social work related issues
2. Competency: Ethical Practice
Core Competency 2.1.2: Student applies social work
ethical principles to guide his or her professional
practice
Tasks to Address Practice Behaviors
1. Recognize and manage personal values in a way
that allows professional values to guide practice.
1.Discuss any personal, ethical or value dilemmas with
your Field Instructor
2.Maintain notes on thoughts & perceptions and how
these can affect work with clients
2. Make ethical decisions by applying standards of the
NASW Code of Ethics and, as applicable, of the
IFSW/IASSW ethics in Social Work, Statement
Principles.
1.Discuss NASW Code of Ethics with Field Instructor;
role of Code in agency
2.Attend interagency meetings & in-service
presentations on aspects of ethical service
3. Tolerate ambiguity in resolving ethical conflicts.
1.Apply strategies of ethical reasoning to a case; discuss
in supervision
2.Identify agency & client ethical dilemmas caused by
external factors (funding cuts, etc)
4. Applies strategies of ethical reasoning to arrive at
principled decisions.
1.Discuss ethics with agency professionals and how they
face ethics in practice
2.Relate ethical principles to case consultation in team
meeting and supervision
3. Competency: Critical Thinking
Core Competency 2.1.3: Student applies critical
thinking to inform and communicate professional
judgments.
Tasks to address Practice Behaviors
1. Distinguish, appraise, and integrate multiple
sources of knowledge, including research-based
knowledge and practice wisdom.
1.Interview members of a treatment team for varying
perspectives
2.Read professional journal articles that relate to
practice and discuss with supervisor
2. Analyzes models of assessment, prevention,
intervention, and evaluation.
1.Utilize identified assessment model and analyze its
use in the agency
2.Review treatment and/or prevention models to
determine effectiveness with specific age groups
3. Demonstrates effective oral and written
communication in working with individuals, families,
groups, organizations, communities, and
colleagues.
1.Staff cases at agency; solicit feedback regarding
documentation
2.Participate in community work groups geared towards
effective practice in field
2
4. Competency: Diversity and Difference
in Practice.
Core Competency 2.1.4: Student engages diversity and
difference in practice
1. Recognizes the extent to which a culture’s structure
and values may oppress, marginalize, alienate, or
create or enhance privilege and power.
Tasks to Address Practice Behaviors
1.Understand the many forms of diversity & how this
influences work with clients
2.Use assessments that include sections of
diversity/culture/spirituality as identified by client
2. Gains sufficient self-awareness to eliminate the
influence of personal biases and values in working
with diverse groups.
1.Identify worker and client differences using strengths
perspective
2.Keep reflective journal to record observations of
practice, personal reactions to clients
3. Recognizes and communicates an understanding
of the importance of difference in shaping life
experiences.
1.Work effectively with diverse populations
4. Views self as learner and clients as informants.
1.Strive to be assigned a diverse caseload of clients
2.Research and apply knowledge related to diversity to
enhance client well-being
2.Work with task supervision of different
ethnicity/gender; explore varying perspectives
5. Competency: Human Rights and Social
and Economic Justice
Core Competency 2.1.5: Student advances human
rights and social economic justice
1. Understands the forms and mechanisms of
oppression and discrimination.
Tasks to Address Practice Behaviors
1.Familiarize self with current political events & impact
on client
2.Identify forms of oppression/discrimination of particular
client group; discuss with Field Instructor
2. Advocates for human rights and social and
economic justice.
1.Advocate for client services at a community event
2.Follow a bill promoting civil rights for marginalized
group
3. Engages in practices that advance social economic
justice.
1.Attend Advocacy Day; share experience with Field
Instructor and others (if appropriate)
2.Contact legislators about a current advocacy need
3
6. Competency: Research and Practice
Core Competency 2.1.6: Student engages in researchinformed practice and practice-informed research
Tasks to Address Practice Behaviors
1. Student uses practice experience to inform
scientific inquiry.
1.Read professional journal articles relevant to agency
population
2.Solicit feedback from agency personnel to learn about
effective forms of intervention use with client population
2. Uses research evidence to inform practice.
1.Explore research related to agency target population;
review findings with Field Instructor
2.Assess use of current research based practice and its
effectiveness with client(s)
7. Competency: Human Behavior and the
Social Sciences
Core Competency 2.1.7: Student applies knowledge of
human behavior and the social environment.
Tasks to Address Practice Behaviors
1. Utilizes conceptual frameworks to guide the
process of assessment, intervention, and
evaluation. .
1.Become familiar with different assessment tools & the
strengths/limitations to each tool
2.Understand developmental stages of client
population& integrate this into assessment process
2. Critiques and applies knowledge to understand
person and environment.
1.Complete an intake assessment and intervention plan
for a case
2.Utilize specific interventions to increase understanding
of client in environment
8. Competency: Policy Practice
Core Competency 2.1.8: Student engages in policy
practice to advance social and economic well-being
and to deliver effective social work services.
Tasks to Address Practice Behaviors
1. Analyzes, formulates, and advocates for policies
that advance social-well-being.
1.Participate in community advocacy event
2.Attend Advocacy Day and meet with legislators
regarding policy issues
2. Collaborates with colleagues and clients for
effective policy action.
1.Attend an agency policy development meeting
2.Discuss the laws that affect agency with Field
Instructor
4
9. Competency: Practice Context
Core Competency 2.1.9: Student responds to contexts
that shape practice.
Tasks to Address Practice Behaviors
1. Continuously discovers, appraises, and attends to
changing locales, populations, scientific and
technological developments, and emerging societal
trends in order to provide relevant services.
1.Participate in or attend community coalition meetings
2. Recognizes the leadership role that professional
social worker play in promoting sustainable
changes in service delivery and practice to improve
the quality of social workers.
1.Organize a community event to create awareness of
social services; client resources
2.Assist with or participate in local trainings or
workshops relevant to agency issues
2.Develop or revise community resource guide.
10. Competency: Engagement,
Assessment, Intervention, Evaluation
Core Competency 2.1.10 (a) : Engagement
Tasks to Address Practice Behaviors
1. Substantially and effectively prepares for action
with individuals, families, groups, organizations and
community.
1.Seek feedback from Field Instructor about ways to
build rapport & trust with client populations
2.Plan, develop and carry out support group
2. Uses empathy and other interpersonal skills.
1.Identify areas of comfort & discomfort in client
engagement & discuss with Field Instructor
2.Participate in a client intake interview
3. Develops a mutually agreed-on focus of work and
desired outcomes.
1.Work with a client or client system to develop an
intervention plan
2.Role play an assessment with Field Instructor and
work on agreed upon goals & outcomes
Tasks to Address Practice Behaviors
Core Competency 2.1.10 (b) : Assessment
1. Collects, organizes, and interprets client data.
1.Observe client assessment and offer to write, organize
and interpret data
2.Do a family genogram and ecomap as part of an
assessment
2. Assesses client’s strengths and limitations.
1.Develop a written assessment of client that includes
client’s strengths & weakness
2.Shadow colleagues when available; observe
assessment & documentation skills as well as cultural
observations
3. Develops mutually agreed-on intervention goals
and objectives.
1.Participate in appropriate goal setting with client
2.Continually review goals and objectives with client to
5
monitor progress
4. Selects appropriate intervention strategies.
1.Discuss topic of intervention strategies with Field
Instructor
2.Built caseload of clients & monitor progress toward
meeting goals
Core Competency 2.1.10 (c): Intervention
Tasks to Address Practice Behaviors
1. Initiates actions to achieve organizational goals.
1.Advocate for clients in need of community services
2.Facililtate referral process of client to another agency,
when appropriate
2. Implements prevention interventions that enhance
client capacities.
1.Lead a support group or psycho-education group
2.Develop a mutually agreed-upon focus of work and
case plan with client
3. Helps clients resolve problems.
1.Demonstrate ability to empathize & use appropriate
interpersonal skills with clients
2.Empower clients to identify & work on specific,
achievable goals within designated time frame
4. Negotiates, mediates, and advocates for clients.
1.Identify & connect client to community resources to
assist in recovery process
2.Maintain communication & follow up with client (when
appropriate) to determine client outcomes and potential
success
5. Facilitates transitions and endings.
1.Review client progress through termination phase;
prepare client for final sessions/meetings
2.Follow up with client (as appropriate) to determine
sustained recovery efforts and success related to
determined goals
Core Competency 2.1.10 (d): Evaluation
Tasks to Address Practice Behaviors
1. Critically analyzes, monitors, and evaluates
interventions.
1.Evaluate assessments/data collection & intervention
practices during supervision
2.Review client file(s) to determine progress toward
agreed upon goals between client & intern
SIGNATURE
MSW Intern Signature
Today’s Date
MSW Supervisor Signature
Today’s Date
Task Supervisor Signature (if applicable)
Today’s Date
6
7
APPENDIX 8a
Suggested Learning Activities
Suggested Learning Activities
The following experiences are appropriate learning opportunities through which student can
demonstrate core competencies and practice behaviors. Field instructors are encouraged to assign
activities from this list.
1.
2.
3.
4.
Keep a daily log of experiences in field and reactions to them.
Participate with the field instructor in developing and preparing the Field Learning Plan.
Keep statistical reports as required of regular agency staff.
Process-record an individual interview, group session, committee meeting, supervisory
conference, telephone contact with a community resource, or some other procedure.
5. Participate in orienting new students or staff to the agency.
6. Write your own performance evaluation.
7. Read about the psychodynamics of human behavior, specific casework skills,
organizational theory, presenting problems of clients served by the field placement
setting, or other related subjects.
8. Read old case records or agency reports to learn documentation style and format specific
to the agency setting.
9. Observe the field instructor or others conducting an interview.
10. Listen to a tape-recorded interview or lecture or watch an audio-visual presentation.
11. Attend a meeting and take notes for supervisory discussion.
12. Attend interdisciplinary conferences and case presentations as an observer or participant.
13. Sit quietly in an intake or waiting room area and observe the atmosphere, conversation
and behaviors of persons entering the service delivery system. Observe those who serve
them and their activities.
14. Take a walk through different, specific kinds of neighborhoods.
15. Visit other agencies and service delivery systems in the local community.
16. Attend a court hearing pertaining mental competency, guardianship, a client’s criminal
activity, a divorce proceeding, or a client’s effort to obtain custody of minor children.
17. Have the student go through the service delivery system as if he/she were a client.
18. Attend professional workshops, seminars, and lectures in the community, using field
placement time.
19. Form and lead or co-lead a group.
20. Conduct interviews with clients and provide direct counseling services.
21. Make home visits.
22. Write a diagnostic summary on a specific case, using the Analytical Thinking Model.
23. Do role-playing with the field instructor or others to try out new skills and techniques.
24. Carry a caseload.
25. Participate in group or peer supervision.
26. Answer the phone and act as receptionist for several days to get a feel for the role of these
staff members and the demands placed upon the agency.
27. Interview upper-level administrators and supervisors to acquire specific information
about the program and their roles.
28. Interview individuals who have received services from the program to assess their
responses to the experience.
29. Serve as a member or observer of the system’s peer review, quality control, or audit.
1
30. Assist in writing the program’s policy and procedure manual.
31. Write a report for the administrator of the program.
32. Work with the program administrator to gather information for and prepare an annual
budget.
33. Join and participate in local/national professional organizations such as NASW, NABSW,
or the Federation of Student Social Workers.
34. Participate (or assume a leadership role) on a committee to plan a major workshop,
sponsored by the student’s field placement setting.
35. Help set up a computerized data bank system or learn how to use an existing program.
36. Develop a bill (in cooperation with appropriate others) for presentation to a local, state, or
national law-making body; be present to lobby for its passage.
37. Plan, lead, and conduct a fund-raising activity.
38. Prepare a grant proposal.
39. Act as a consultant to an individual, a group, or a program.
40. Participate in a one-way mirror observation, either as an observer or as the “subject.”
41. Tape-record an interaction or experience for later review and discussion with the field
instructor.
42. Demonstrate proficiency in the use of technology to enhance social work interventions.
2
APPENDIX 8b
Sample Macro Assignments
Sample Macro Practice Assignments
Types of Intervention
1. Resource Development
a) Compiling a list of area home health care aides for a HIV program (Foundation)
b) Developing a resource manual for new students (Foundation or Concentration)
c) Identifying the funding source of the agency (Foundation)
2. Data Collection/Research
a) Developing client satisfaction surveys (Concentration)
b) Developing a socio-cultural assessment of the organization (Foundation or
Concentration)
c) Developing a client needs assessment instrument (Foundation or Concentration)
3. Program/Group Development
a) Developing the procedure to form a new therapeutic group (Concentration)
b) Developing a parents advisory committee in a day care center (Foundation or
Concentration)
c) Developing a peer support group in a school setting (Foundation or Concentration)
4. Alliances and Coalitions
a) Outreach and coalition development with other agencies (Foundation or Concentration)
b) Collaboration and attending meetings at other organizations (Foundation or
Concentration)
c) Developing a monthly luncheon of area providers (Foundation or Concentration)
5. Community Based Initiatives
a) Developing outreach relationships with community organizations (Concentration)
b) Identifying already existing neighborhood initiatives (Foundation or Concentration)
c) Identifying potential collaboration parties in the community (Foundation or
Concentration)
6. Social Action/ Lobbying/Advocacy
a) Contacting county and state legislators to participate in the legislative process(Foundation
or Concentration)
b) Develop a voter registration drive (Foundation or Concentration)
c) Organize demonstrations to protest budget cuts (Foundation or Concentration)
d) Compile a list of federal, state and local public officials serving on key committees
(Concentration)
7. Administration and Supervision
a) Supervision of agency volunteers (Concentration)
b) Chair meetings (Concentration)
c) Attend board meetings (Foundation or Concentration)
8. Fund Raising
a) Participating in agency annual fund raising events (Foundation or Concentration)
b) Develop new strategies for capital campaigns (Concentration)
c) Organizing potential sources for volunteer involvement (Foundation or Concentration)
APPENDIX 9
Field Liaison Visit Assessment Tool
Field Liaison Midterm Progress Report
Guidelines for meeting:
Meetings may take place for a variety of reasons such as clarifying responsibilities, reviewing the learning plan,
addressing challenges and successes, discussing areas for growth, and reviewing evaluations. Additionally, a
visit is scheduled once each semester at midterm point at which time an assessment is made regarding the
student’s progress. If needs are identified, the liaison may assist in developing a plan to ensure that every
student is exposed to opportunities to gain competencies outlined in our program objectives.
The assessment is conducted through a series of questions in which students and the field instructor share
narrative experiences related to the areas listed below. The expectation is that students will over the course of
their time in both the foundation and concentration years be able to demonstrate both depth and breadth in their
growth, knowledge and skills in these areas. Liaisons will record brief descriptions of the narratives students
and field instructors share to ensure that all areas are being addressed. If an area has not yet been addressed, the
liaison will work with the student and field instructor to help them to add learning opportunities to the learning
plan if they are not already present to ensure that the student will focus on this area prior to the completion of
field and make note of it in that area on this form.
Field Liaison’s Name:
Student’s Name:
Field Instructor’s Name:
Date of Contact:
Duration of Contact:
Type of Contact:  Phone
Participants:
 Student
Purpose:  Midterm Evaluation
SW 59__
Fall Semester 
 Office
 Agency
 Field Instructor 
 email
Task Supervisor  All
 Problem solving  Other:
Spring Semester
 Summer Semester 
How are the student’s learning experiences related to the competencies? Can the student describe
examples for each?

Identify as a professional social worker and conduct oneself accordingly.

Apply social work ethical principles to guide professional practice.

Apply critical thinking to inform and communicate professional judgments.

Engage diversity and difference in practice.
1

Advance human rights and social and economic justice.

Engage in research-informed practice and practice-informed research.

Apply knowledge of human behavior and the social environment.

Engage in policy practice to advance social and economic well-being and to deliver effective social work
services.

Respond to contexts that shape practice.

Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and
communities.
Tools used in supervision to monitor practice behaviors:

Process recording- (does the student have the opportunity to complete process recordings and to use
supervision to discuss them with the field instructor?)

Supervision Log- (encourage the use of the log. Is the student integrating field and class work?)

Other (ex., reflective journal)
Additional questions:

Is the field instructor familiar with the required assignments?

Is the student on track with hours?
Comments/Concerns: (Please feel free to use additional paper if needed)
2
APPENDIX 10
Student Self-Evaluations
A. Foundation Year Self-Evaluation
B. Concentration Year Self-Evaluation
Foundation Year Field Placement Student Self-Evaluation Form
College of Community and Public Affairs
Department of Social Work
CONTACT INFORMATION
Student Name:
Student Email:
Agency:
Address:
Field Instructor Name:
Field Instructor Email:
Field Liaison Name:
Field Liaison Email:
Course:
City:
Semester:
SW 591 □
SW 592 □
Fall □
State:
Midterm
Spring □
□
End of Semester
Summer □
Zip:
Phone:
Year:
□
20___
Duties and Responsibilities: (Briefly describe the kinds of learning experiences you completed. The types
and numbers of cases assigned should be included.)
******************************************************************************************
Use of evaluation form: This form should be completed twice, once at mid-term of the semester and once at
the end of the semester. If you rate yourself either at either level 1 or 5, you must comment in the space
provided. Note: You will not be graded based on your responses below.
Using the scale below, rate how capable you assess yourself to be in performing each of the following
practice behaviors:
NA = No opportunity to complete the practice behavior
1 = Unable to perform the basic requirements of the practice behavior
2 = Sometimes able to perform the basic requirements of the practice behavior but not always
3 = Consistently able to perform basic requirements of the practice behavior
4 = Consistently able to perform basic requirements of the practice behavior and occasionally
exceeds expectations
5 = Consistently exceeds performing the basic requirements of practice behavior
1
2.1.1. Identify oneself as a professional social worker and
conduct oneself accordingly
Mid-Term
Semester Rating
End of
Semester Rating
1. Advocate for client access to the services of social work.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Practice personal reflection and self-correction to assure
continual professional development.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Identify and practice within professional roles and boundaries.
NA 1 2 3 4 5
NA 1 2 3 4 5
4. Demonstrate professional demeanor in behavior, appearance,
and communication.
NA 1 2 3 4 5
NA 1 2 3 4 5
5. Develop a commitment to engage in career long learning.
NA 1 2 3 4 5
NA 1 2 3 4 5
6. Effectively use supervision and consultation.
NA 1 2 3 4 5
NA 1 2 3 4 5
2.1.2. Apply social work ethical principles to guide
professional practice
Mid-Term
Semester Rating
End of
Semester Rating
1. Recognize and manage personal values so that professional
values guide practice
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Make ethical decisions by applying standards of the NASW
and other social work code of ethics
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Tolerate the uncertainty and ambiguity that accompanies
resolving ethical conflicts.
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments: (rating 1 to 5):
4. Apply strategies of ethical reasoning to arrive at principled
decisions.
Comments: (rating 1 to 5):
2
2.1.3. Apply critical thinking to inform and communicate
professional judgments
Mid-Term
Semester Rating
End of
Semester Rating
1. Distinguish, appraise, and integrate multiple sources of
knowledge including based knowledge and practice wisdom.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Analyze models of: Prevention, Assessment, Intervention,
Evaluation.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Demonstrate effective oral and written communication in
professional settings.
NA 1 2 3 4 5
NA 1 2 3 4 5
Mid-Term
Semester Rating
End of
Semester Rating
NA 1 2 3 4 5
NA 1 2 3 4 5
privilege or power.
2. Recognize personal biases and values to remove their influence
NA 1 2 3 4 5
in working with diverse groups.
NA 1 2 3 4 5
Comments (rating 1 to 5):
2.1.4. Engage diversity and difference in practice.
1. Recognize the extent to which a culture’s structure and values
may oppress, marginalize, alienate, or create or enhance
3. Recognize and communicate their understanding of the
importance of differences (diversity) in the shaping of the
meaning of an individual’s life experiences.
NA 1 2 3 4 5
NA 1 2 3 4 5
4. View themselves as learners and engage with clients to
understand their lives, culture, and experiences.
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments (rating 1 to 5):
3
2.1.5. Advance human rights and economic justice
Mid-Term
Semester Rating
End of
Semester Rating
1. Understand the forms and mechanisms of oppression and
discrimination.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Advocate for human rights and social and economic justice.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Engage in social work practices that advance social and
economic justice.
NA 1 2 3 4 5
NA 1 2 3 4 5
2.1.6. Engage in research-informed practice and practiceinformed research.
Mid-Term
Semester Rating
End of
Semester Rating
1. Use practice experience to inform scientific inquiry.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Use research evidence to inform practice.
NA 1 2 3 4 5
NA 1 2 3 4 5
2.1.7. Apply knowledge of human behavior and the social
environment.
Mid-Term
Semester Rating
End of
Semester Rating
1. Utilize theoretical conceptual frameworks to guide the
processes of: Assessment, Intervention, Evaluation.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Critique and apply knowledge to understand person and
environment.
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments (rating 1 to 5):
Comments (rating 1 to 5):
Comments: (ratings 1 to 5):
4
2.1.8. Engage in policy practice to advance social and economic Mid-Term
Semester Rating
well-being and to deliver effective social work
services.
End of
Semester Rating
1. Analyze, formulate and advocate for policies that advance social NA 1 2 3 4 5
well-being.
NA 1 2 3 4 5
2. Collaborate with colleagues and clients for effective policy
action.
NA 1 2 3 4 5
NA 1 2 3 4 5
2.1.9. Respond to contexts that shape practice.
Mid-Term
Semester Rating
End of
Semester Rating
1. Continuously discover, appraise, and attend to contextual
changes (for example current events, changing locales,
populations, scientific and technological development and
emerging societal trends to provide relevant services).
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Provide leadership in promoting sustainable changes in service
delivery and improve the quality of social services.
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments: (ratings 1 to 5):
Comments: (ratings 1 to 5):
5
2.1.10. Engage, assess, intervene and evaluate with individuals, Mid-Term
Semester Rating
families, groups organizations, and
communities.
End of
Semester Rating
Engagement:
1. Substantively and affectively prepare for action with clients.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Use empathy and other interpersonal skills.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Develop a mutually agreed upon focus of work and desired
outcomes.
NA 1 2 3 4 5
NA 1 2 3 4 5
1. Collect, organize, and interpret client data.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Assess client’s strengths and limitations.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Development mutually agreed upon intervention goals and
objectives.
NA 1 2 3 4 5
NA 1 2 3 4 5
4. Select appropriate intervention strategies.
NA 1 2 3 4 5
NA 1 2 3 4 5
1. Initiate action to achieve organizational goals.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Implement prevention interventions that enhance client
capacities.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Help clients resolve problems.
NA 1 2 3 4 5
NA 1 2 3 4 5
4. Negotiate, mediate, and advocate for clients.
NA 1 2 3 4 5
NA 1 2 3 4 5
5. Facilitate transitions and endings.
NA 1 2 3 4 5
NA 1 2 3 4 5
Assessment:
Intervention:
Evaluation:
8. 1. Critically analyze and evaluate interventions. NA 1 2 3 4 5
6
NA 1 2 3 4 5
Hours Completed at Mid-Term:
Student Comments Regarding Evaluation and Field Experience:
(Student)
(Date)
******************************************************************************************
Hours Completed at Final:
Summary of Strengths/Weaknesses at Final:
Student Comments Regarding Evaluation and Field Experience:
(Student)
(Date)
7
Concentration Year Field Placement Student Self-Evaluation Form
College of Community and Public Affairs
Department of Social Work
CONTACT INFORMATION
Student Name:
Student Email:
Agency:
Address:
Field Instructor Name:
Field Instructor Email:
Field Liaison Name:
Field Liaison Email:
Course:
City:
Semester:
SW 593 □
SW 594 □
State:
Midterm
Fall □
Spring □
□
End of Semester
Summer □
Zip:
□
Phone:
Year:
20____
Duties and Responsibilities: (Briefly describe the kinds of learning experiences you completed. The types
and numbers of cases assigned should be included.)
*****************************************************************************************
Use of evaluation form: This form should be completed twice, once at mid-term of the semester and once at
the end of the semester. If you rate yourself either at either level 1 or 5, you must comment in the space
provided. Note: You will not be graded based on your responses below.
Using the scale below, rate how capable you assess yourself to be in performing each of the following
practice behaviors:
NA = No opportunity to complete the practice behavior
1 = Unable to perform the basic requirements of the practice behavior
2 = Sometimes able to perform the basic requirements of the practice behavior but not always
3 = Consistently able to perform basic requirements of the practice behavior
4 = Consistently able to perform basic requirements of the practice behavior and
occasionally exceeds expectations
5 = Consistently exceeds performing the basic requirements of practice behavior
1
2.1.1. Identify oneself as a professional social worker and
conduct oneself accordingly
Mid-Term
Semester Rating
End of
Semester Rating
1. Advocate for client access to the services of social work.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Practice personal reflection and self-correction to assure
continual professional development.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Identify and practice within professional roles and boundaries.
NA 1 2 3 4 5
NA 1 2 3 4 5
4. Demonstrate professional demeanor in behavior, appearance,
and communication.
NA 1 2 3 4 5
NA 1 2 3 4 5
5. Develop a commitment to engage in career long learning.
NA 1 2 3 4 5
NA 1 2 3 4 5
6. Effectively use supervision and consultation.
NA 1 2 3 4 5
NA 1 2 3 4 5
2.1.2. Apply social work ethical principles to guide
professional practice
Mid-Term
Semester Rating
End of
Semester Rating
1. Recognize and manage personal values so that professional
values guide practice
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Make ethical decisions by applying standards of the NASW
and other social work code of ethics
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Tolerate the uncertainty and ambiguity that accompanies
resolving ethical conflicts.
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments: (rating 1 to 5):
4. Apply strategies of ethical reasoning to arrive at principled
decisions.
Comments: (rating 1 to 5):
2
2.1.3. Apply critical thinking to inform and communicate
professional judgments
Mid-Term
Semester Rating
End of
Semester Rating
1. Distinguish, appraise, and integrate multiple sources of
knowledge including based knowledge and practice wisdom.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Analyze models of: Prevention, Assessment, Intervention,
Evaluation.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Demonstrate effective oral and written communication in
professional settings.
NA 1 2 3 4 5
NA 1 2 3 4 5
2.1.4. Engage diversity and difference in practice.
Mid-Term
Semester Rating
End of
Semester Rating
3. Recognize the extent to which a culture’s structure and values
may oppress, marginalize, alienate, or create or enhance
privilege or power.
NA 1 2 3 4 5
NA 1 2 3 4 5
4. Recognize personal biases and values to remove their influence
in working with diverse groups.
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments (rating 1 to 5):
3. Recognize and communicate their understanding of the
importance of differences (diversity) in the shaping of the
meaning of an individual’s life experiences.
NA 1 2 3 4 5
NA 1 2 3 4 5
4. View themselves as learners and engage with clients to
understand their lives, culture, and experiences.
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments (rating 1 to 5):
3
2.1.5. Advance human rights and economic justice
Mid-Term
Semester Rating
End of
Semester Rating
1. Understand the forms and mechanisms of oppression and
discrimination.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Advocate for human rights and social and economic justice.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Engage in social work practices that advance social and
economic justice.
NA 1 2 3 4 5
NA 1 2 3 4 5
2.1.6. Engage in research-informed practice and practiceinformed research.
Mid-Term
Semester Rating
End of
Semester Rating
1. Use practice experience to inform scientific inquiry.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Use research evidence to inform practice.
NA 1 2 3 4 5
NA 1 2 3 4 5
2.1.7. Apply knowledge of human behavior and the social
environment.
Mid-Term
Semester Rating
End of
Semester Rating
1. Utilize theoretical conceptual frameworks to guide the
processes of: Assessment, Intervention, Evaluation.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Critique and apply knowledge to understand person and
environment.
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments (rating 1 to 5):
Comments (rating 1 to 5):
Comments: (ratings 1 to 5):
4
2.1.8. Engage in policy practice to advance social and
economic well-being and to deliver effective social work
services.
Mid-Term
Semester Rating
End of
Semester Rating
1. Analyze, formulate and advocate for policies that advance social NA 1 2 3 4 5
well-being.
NA 1 2 3 4 5
2. Collaborate with colleagues and clients for effective policy
action.
NA 1 2 3 4 5
NA 1 2 3 4 5
2.1.9. Respond to contexts that shape practice.
Mid-Term
Semester Rating
End of
Semester Rating
1. Continuously discover, appraise, and attend to contextual
changes (for example current events, changing locales,
populations, scientific and technological development and
emerging societal trends to provide relevant services).
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Provide leadership in promoting sustainable changes in service
delivery and improve the quality of social services.
NA 1 2 3 4 5
NA 1 2 3 4 5
Comments: (ratings 1 to 5):
Comments: (ratings 1 to 5):
5
2.1.10. Engage, assess, intervene and evaluate with
individuals, families, groups organizations, and
communities.
Mid-Term
Semester Rating
End of
Semester Rating
Engagement:
1. Substantively and affectively prepare for action with clients.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Use empathy and other interpersonal skills.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Develop a mutually agreed upon focus of work and desired
outcomes.
NA 1 2 3 4 5
NA 1 2 3 4 5
1. Collect, organize, and interpret client data.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Assess client’s strengths and limitations.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Development mutually agreed upon intervention goals and
objectives.
NA 1 2 3 4 5
NA 1 2 3 4 5
4. Select appropriate intervention strategies.
NA 1 2 3 4 5
NA 1 2 3 4 5
1. Initiate action to achieve organizational goals.
NA 1 2 3 4 5
NA 1 2 3 4 5
2. Implement prevention interventions that enhance client
capacities.
NA 1 2 3 4 5
NA 1 2 3 4 5
3. Help clients resolve problems.
NA 1 2 3 4 5
NA 1 2 3 4 5
4. Negotiate, mediate, and advocate for clients.
NA 1 2 3 4 5
NA 1 2 3 4 5
5. Facilitate transitions and endings.
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
NA 1 2 3 4 5
Assessment:
Intervention:
Evaluation:
9. 1. Critically analyze and evaluate
interventions.
6
Hours Completed at Mid-Term:
Student Comments Regarding Evaluation and Field Experience:
(Student)
(Date)
*****************************************************************************************
Hours Completed at Final:
Summary of Strengths/Weaknesses at Final:
Student Comments Regarding Evaluation and Field Experience:
(Student)
7
(Date)
APPENDIX 11
Field Instructor Evaluations
A. First Year Field Instructor Evaluation
B. Second Year Field Instructor Evaluation
Foundation Year Field Instructor Final Evaluation
SW 591 & 592
Student Name: _________________________________
Student E-mail Address: [email protected]
Agency Name: _________________________________
Field Instructor Name: _________________________________
Field Instructor E-mail Address: _________________________________
Student Liaison Name: _________________________________
Evaluation Year: ________
Semester: SW 59__
Hours Completed to Date: ________
Background:
The council on Social Work education (CSWE), the accrediting body on social work education, requires
master’s level Social work (MSW) student’s to demonstrate competencies in 10 areas. Associated with these
competencies are a set of 41 practice behaviors. The social work field placement is an area in which the
student is expected to demonstrate competency of the practice behaviors. To ensure the student develops the
requisite practice behaviors, field instructors are asked to evaluate the student during the final
week of each semester during their placements.
Assessment Scale:
Use the following scale to assess the student's performance in the ten core areas of social work competency
identified by the Council on Social Work Education:
Excellent
Very Good
Performance is exceptional and the skill is an integrated part of the student’s practice
Performance is above expectations for students at this level
Good
Performance generally meets expectations for students at this level
Poor
Performance shows signs of competency, but generally does not meet expectations for
students at this level
Unsatisfactory
Not Assessed
Performance is unsatisfactory
Assignment did not provide an opportunity to demonstrate the behavior
Binghamton University CCPA, Social Work, Field Evaluation—Foundation Year
Page 1 of 9
1.
Professional Identity
The student social worker identifies as a professional social worker and conducts self accordingly. Social workers serve as
representatives of the profession, its mission, and its core values. They know the profession's history. Social workers
commit themselves to the profession’s enhancement and to their own professional conduct and growth.
Assess the student social worker's ability to:
1.1 Advocate for client access to the social work services.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
1.2 Practice personal reflection and self-correction to assure continual professional development.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Unsatisfactory
Not Assessed
1.3 Attend to professional roles and boundaries.
Excellent
Very Good
Good
Poor
1.4 Demonstrate professional demeanor in behavior, appearance, and communication.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
1.5 View self as being at the start of a life-long learning process as a professional social worker.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
1.6 Use supervision and consultation.
Excellent
Very Good
Good
Examples of how the student social worker has demonstrated competency in professional identity (optional):
2.
Ethical Practice
The student social worker applies social work ethical principles to guide professional practice. Social workers have an obligation to
conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value
base of the profession, its ethical standards, and relevant law.
Assess the student social worker's ability to:
2.1 Recognize and manage personal values in a way that allows professional values to guide practice.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2.2 Make ethical decisions by applying standards of the NASW Code of Ethics and, as applicable, of the IFSW/IASSW
Ethics in Social Work, Statement of Principles.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Unsatisfactory
Not Assessed
2.3 Tolerate ambiguity in resolving ethical conflicts.
Excellent
Very Good
Good
Poor
Binghamton University CCPA, Social Work, Field Evaluation—Foundation Year
Page 2 of 9
2.4 Apply strategies of ethical reasoning to arrive at principled decisions.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in ethical practice (optional):
3.
Critical Thinking
The student social worker applies critical thinking to inform and communicate professional judgments. Social workers are
knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking
augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant
information.
Assess the student social worker's ability to:
3.1 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and
practice wisdom.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3.2 Analyze models of assessment, prevention, intervention, and evaluation.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3.3 Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations, communities, and colleagues.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in critical thinking (optional):
Binghamton University CCPA, Social Work, Field Evaluation—Foundation Year
Page 3 of 9
4.
Diversity and Difference in Practice
The student social worker engages diversity and difference in practice. Social workers understand how diversity characterizes
and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood
as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity
and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers
appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty,
marginalization, and alienation as well as privilege, power, and acclaim.
Assess the student social worker's ability to:
4.1 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or
create/enhance privilege and power.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4.2 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse
groups.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4.3 Recognize and communicate an understanding of the importance of difference in shaping life experiences.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Unsatisfactory
Not Assessed
4.4 View self as a learner and clients as informants.
Excellent
Very Good
Good
Poor
Examples of how the student social worker has demonstrated competency in engaging diversity and difference
in practice (optional):
5.
Human Rights and Social and Economic Justice
The student social worker advances human rights and social and economic justice. Each person, regardless of position in society,
has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education.
Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and
strategies to promote human and civil rights. Social work incorporates social justice practices in organizations,
institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice.
Assess the student social worker's ability to:
5.1 Understand the forms and mechanisms of oppression and discrimination.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5.2 Advocate for human rights and social and economic justice.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5.3 Engage in practices that advance social and economic justice.
Excellent
Very Good
Good
Poor
Unsatisfactory
Binghamton University CCPA, Social Work, Field Evaluation—Foundation Year
Not Assessed
Page 4 of 9
Examples of how the student social worker has demonstrated competency in advancing human rights and social
and economic justice (optional):
6.
Research and Practice
The student social worker engages in research-informed practice and practice-informed research. Social workers use practice
experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research
findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative
research and understand scientific and ethical approaches to building knowledge.
Assess the student social worker's ability to:
6.1 Use practice experience to inform scientific inquiry.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
6.2 Use research evidence to inform practice.
Excellent
Very Good
Good
Examples of how the student social worker has demonstrated competency in engaging in research-informed
practice and practice-informed research (optional):
7.
Human Behavior and the Social Environment
The student social worker applies knowledge of human behavior and the social environment. Social workers are knowledgeable
about human behavior across the life course; the range of social systems in which people live; and the ways social systems
promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge
from the liberal arts to understand biological, social, cultural, psychological, and spiritual development.
Assess the student social worker's ability to:
7.1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
7.2 Critique and apply knowledge to understand person and environment.
Excellent
Very Good
Good
Poor
Unsatisfactory
Binghamton University CCPA, Social Work, Field Evaluation—Foundation Year
Not Assessed
Page 5 of 9
Examples of how the student social worker has demonstrated competency in applying knowledge of human
behavior and the social environment (optional):
8.
Policy Practice
The student social worker engages in policy practice to advance social and economic well-being and to deliver effective social work
services. Social work practitioners understand that policy affects service delivery, and they actively engage in policy
practice. Social workers know the history and current structures of social policies and services; the role of policy in service
delivery; and the role of practice in policy development.
Assess the student social worker's ability to:
8.1 Analyze, formulate, and advocate for policies that advance social well-being.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
8.2 Collaborate with colleagues and clients for effective policy action.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engaging in policy practice to
advance social and economic well-being and to deliver effective social work services (optional):
9.
Practice Contexts
The student social worker responds to contexts that shape practice. Social workers are informed, resourceful, and proactive in
responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize
that the context of practice is dynamic, and use knowledge and skill to respond proactively.
Assess the student social worker's ability to:
9.1 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological
developments, and emerging societal trends to provide relevant services.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
9.2 Recognize the leadership role that professional social workers play in promoting sustainable changes in service
delivery and practice to improve the quality of social services.
Excellent
Very Good
Good
Poor
Unsatisfactory
Binghamton University CCPA, Social Work, Field Evaluation—Foundation Year
Not Assessed
Page 6 of 9
Examples of how the student social worker has demonstrated competency in responding to contexts that shape
practice (optional):
10.
Engagement, Assessment, Intervention, Evaluation
The student social worker (a) engages, (b) assesses, (c) intervenes, and (d) evaluates with individuals, families, groups, organizations,
and communities. Professional practice involves the dynamic and interactive processes of engagement, assessment,
intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals,
families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing
evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating
program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies
and services; and promoting social and economic justice.
10a.
Engagement
Assess the student social worker's ability to:
10a.1 Substantively and affectively prepare for action with individuals, families, groups, organizations, and
communities.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Unsatisfactory
Not Assessed
10a.2 Use empathy and other interpersonal skills.
Excellent
Very Good
Good
Poor
10a.3 Develop a mutually agreed-on focus of work and desired outcomes.
Excellent
10b.
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
Assessment
Assess the student social worker's ability to:
10b.1 Collect, organize, and interpret client data.
Excellent
Very Good
Good
10b.2 Assess client strengths and limitations.
Excellent
Very Good
Good
10b.3 Develop mutually agreed-on intervention goals and objectives.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Unsatisfactory
Not Assessed
10b.4 Select appropriate intervention strategies.
Excellent
Very Good
Good
Poor
Binghamton University CCPA, Social Work, Field Evaluation—Foundation Year
Page 7 of 9
10c.
Intervention
Assess the student social worker's ability to:
10c.1 Initiate actions to achieve organizational goals.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
10c.2 Implement prevention interventions that enhance client capacities.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
10c.3 Help clients resolve problems.
Excellent
Very Good
Good
10c.4 Negotiate, mediate, and advocate for clients.
Excellent
Very Good
Good
10c.5 Facilitate transitions and endings.
Excellent
10d.
Very Good
Good
Evaluation
Assess the student social worker's ability to:
10d.1 Critically analyze, monitor, and evaluate interventions.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engagement, assessment,
intervention, and evaluation with individuals, families, groups, organizations, and communities (optional):
Provide a summary of your overall impression of the student's progress and recommendations for future learning
goals (optional):
Binghamton University CCPA, Social Work, Field Evaluation—Foundation Year
Page 8 of 9
Recommended Grade:
Pass
Fail
The evaluation must be reviewed in a meeting of the field instructor and the student (this could be during the regularly
scheduled supervisor session) and signed by both the field instructor and the student. The student's signature does not
imply agreement, only that the student has read the evaluation. In situations where the student disagrees with the
evaluation the field instructor may want to include the student's view in the text. If the student wishes to submit an
addendum to the evaluation, that will be shared with the field instructor and become part of the student's permanent
record as well.
-------------------------------------------------------------------------Field Instructor Signature
--------------------------------------------------------------------------Date
--------------------------------------------------------------------------Task Supervisor (if applicable)
--------------------------------------------------------------------------Date
--------------------------------------------------------------------------Student Signature
------------------------------------------------------------------------Date
Submission Instructions
Provide two printed copies of the completed evaluation.
Mail or deliver the original printed and signed document and one photocopy to:
Sophia Resciniti, LCSW
Director of Field Education
Department of Social Work
College of Community and Public Affairs
Binghamton University
P.O. Box 6000
Binghamton NY 13902-6000
If delivering in person, bring to social work department office (room 313) or to the Field Department office (room 317).
Binghamton University CCPA, Social Work, Field Evaluation—Foundation Year
Page 9 of 9
Concentration Year Field Instructor Final Evaluation
SW 593 & 594
Student Name: _____________________________
Student E-mail Address: [email protected]
Agency Name: _____________________________
Field Instructor Name: _____________________________
Field Instructor E-mail Address: _____________________________
Student Liaison Name: _____________________________
Evaluation Year: ________
Semester: SW 59__
Hours Completed to Date: _____________________________
Background:
The council on Social Work education (CSWE), the accrediting body on social work education, requires
master’s level Social work (MSW) student’s to demonstrate competencies in 10 areas. Associated with these
competencies are a set of 41 practice behaviors. The social work field placement is an area in which the
student is expected to demonstrate competency of the practice behaviors. To ensure the student develops the
requisite practice behaviors, field instructors are asked to evaluate the student during the final
week of each semester during their placements.
Assessment Scale:
Use the following scale to assess the student's performance in the ten core areas of social work competency
identified by the Council on Social Work Education:
Excellent
Very Good
Performance is exceptional and the skill is an integrated part of the student’s practice
Performance is above expectations for students at this level
Good
Performance generally meets expectations for students at this level
Poor
Performance shows signs of competency, but generally does not meet expectations for
students at this level
Unsatisfactory
Not Assessed
Performance is unsatisfactory
Assignment did not provide an opportunity to demonstrate the behavior
Binghamton University CCPA, Social Work, Field Evaluation—Concentration Year
Page 1 of 9
1.
Professional Identity
The student social worker identifies as a professional social worker and conducts self accordingly. Social workers serve as
representatives of the profession, its mission, and its core values. They know the profession's history. Social workers
commit themselves to the profession’s enhancement and to their own professional conduct and growth.
Assess the student social worker's ability to:
1.1 Advocate for client access to the social work services.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
1.2 Practice personal reflection and self-correction to assure continual professional development.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Unsatisfactory
Not Assessed
1.3 Attend to professional roles and boundaries.
Excellent
Very Good
Good
Poor
1.4 Demonstrate professional demeanor in behavior, appearance, and communication.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
1.5 View self as being at the start of a life-long learning process as a professional social worker.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
1.6 Use supervision and consultation.
Excellent
Very Good
Good
Examples of how the student social worker has demonstrated competency in professional identity (optional):
2.
Ethical Practice
The student social worker applies social work ethical principles to guide professional practice. Social workers have an obligation to
conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value
base of the profession, its ethical standards, and relevant law.
Assess the student social worker's ability to:
2.1 Recognize and manage personal values in a way that allows professional values to guide practice.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2.2 Make ethical decisions by applying standards of the NASW Code of Ethics and, as applicable, of the IFSW/IASSW
Ethics in Social Work, Statement of Principles.
Excellent
Very Good
Good
Poor
Unsatisfactory
Binghamton University CCPA, Social Work, Field Evaluation—Concentration Year
Not Assessed
Page 2 of 9
2.3 Tolerate ambiguity in resolving ethical conflicts.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
2.4 Apply strategies of ethical reasoning to arrive at principled decisions.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in ethical practice (optional):
3.
Critical Thinking
The student social worker applies critical thinking to inform and communicate professional judgments. Social workers are
knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking
augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant
information.
Assess the student social worker's ability to:
3.1 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and
practice wisdom.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3.2 Analyze models of assessment, prevention, intervention, and evaluation.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
3.3 Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations, communities, and colleagues.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in critical thinking (optional):
Binghamton University CCPA, Social Work, Field Evaluation—Concentration Year
Page 3 of 9
4.
Diversity and Difference in Practice
The student social worker engages diversity and difference in practice. Social workers understand how diversity characterizes
and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood
as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity
and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers
appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty,
marginalization, and alienation as well as privilege, power, and acclaim.
Assess the student social worker's ability to:
4.1 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or
create/enhance privilege and power.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4.2 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse
groups.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
4.3 Recognize and communicate an understanding of the importance of difference in shaping life experiences.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Unsatisfactory
Not Assessed
4.4 View self as a learner and clients as informants.
Excellent
Very Good
Good
Poor
Examples of how the student social worker has demonstrated competency in engaging diversity and difference
in practice (optional):
5.
Human Rights and Social and Economic Justice
The student social worker advances human rights and social and economic justice. Each person, regardless of position in society,
has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education.
Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and
strategies to promote human and civil rights. Social work incorporates social justice practices in organizations,
institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice.
Assess the student social worker's ability to:
5.1 Understand the forms and mechanisms of oppression and discrimination.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5.2 Advocate for human rights and social and economic justice.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
5.3 Engage in practices that advance social and economic justice.
Excellent
Very Good
Good
Poor
Unsatisfactory
Binghamton University CCPA, Social Work, Field Evaluation—Concentration Year
Not Assessed
Page 4 of 9
Examples of how the student social worker has demonstrated competency in advancing human rights and social
and economic justice (optional):
6.
Research and Practice
The student social worker engages in research-informed practice and practice-informed research. Social workers use practice
experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research
findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative
research and understand scientific and ethical approaches to building knowledge.
Assess the student social worker's ability to:
6.1 Use practice experience to inform scientific inquiry.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
6.2 Use research evidence to inform practice.
Excellent
Very Good
Good
Examples of how the student social worker has demonstrated competency in engaging in research-informed
practice and practice-informed research (optional):
7.
Human Behavior and the Social Environment
The student social worker applies knowledge of human behavior and the social environment. Social workers are knowledgeable
about human behavior across the life course; the range of social systems in which people live; and the ways social systems
promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge
from the liberal arts to understand biological, social, cultural, psychological, and spiritual development.
Assess the student social worker's ability to:
7.1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
7.2 Critique and apply knowledge to understand person and environment.
Excellent
Very Good
Good
Poor
Unsatisfactory
Binghamton University CCPA, Social Work, Field Evaluation—Concentration Year
Not Assessed
Page 5 of 9
Examples of how the student social worker has demonstrated competency in applying knowledge of human
behavior and the social environment (optional):
8.
Policy Practice
The student social worker engages in policy practice to advance social and economic well-being and to deliver effective social work
services. Social work practitioners understand that policy affects service delivery, and they actively engage in policy
practice. Social workers know the history and current structures of social policies and services; the role of policy in service
delivery; and the role of practice in policy development.
Assess the student social worker's ability to:
8.1 Analyze, formulate, and advocate for policies that advance social well-being.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
8.2 Collaborate with colleagues and clients for effective policy action.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engaging in policy practice to
advance social and economic well-being and to deliver effective social work services (optional):
9.
Practice Contexts
The student social worker responds to contexts that shape practice. Social workers are informed, resourceful, and proactive in
responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize
that the context of practice is dynamic, and use knowledge and skill to respond proactively.
Assess the student social worker's ability to:
9.1 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological
developments, and emerging societal trends to provide relevant services.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
9.2 Recognize the leadership role that professional social workers play in promoting sustainable changes in service
delivery and practice to improve the quality of social services.
Excellent
Very Good
Good
Poor
Unsatisfactory
Binghamton University CCPA, Social Work, Field Evaluation—Concentration Year
Not Assessed
Page 6 of 9
Examples of how the student social worker has demonstrated competency in responding to contexts that shape
practice (optional):
10.
Engagement, Assessment, Intervention, Evaluation
The student social worker (a) engages, (b) assesses, (c) intervenes, and (d) evaluates with individuals, families, groups, organizations,
and communities. Professional practice involves the dynamic and interactive processes of engagement, assessment,
intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals,
families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing
evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating
program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies
and services; and promoting social and economic justice.
10a.
Engagement
Assess the student social worker's ability to:
10a.1 Substantively and affectively prepare for action with individuals, families, groups, organizations, and
communities.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Unsatisfactory
Not Assessed
10a.2 Use empathy and other interpersonal skills.
Excellent
Very Good
Good
Poor
10a.3 Develop a mutually agreed-on focus of work and desired outcomes.
Excellent
10b.
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
Assessment
Assess the student social worker's ability to:
10b.1 Collect, organize, and interpret client data.
Excellent
Very Good
Good
10b.2 Assess client strengths and limitations.
Excellent
Very Good
Good
10b.3 Develop mutually agreed-on intervention goals and objectives.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Unsatisfactory
Not Assessed
10b.4 Select appropriate intervention strategies.
Excellent
Very Good
Good
Poor
Binghamton University CCPA, Social Work, Field Evaluation—Concentration Year
Page 7 of 9
10c.
Intervention
Assess the student social worker's ability to:
10c.1 Initiate actions to achieve organizational goals.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
10c.2 Implement prevention interventions that enhance client capacities.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
Poor
Unsatisfactory
Not Assessed
10c.3 Help clients resolve problems.
Excellent
Very Good
Good
10c.4 Negotiate, mediate, and advocate for clients.
Excellent
Very Good
Good
10c.5 Facilitate transitions and endings.
Excellent
10d.
Very Good
Good
Evaluation
Assess the student social worker's ability to:
10d.1 Critically analyze, monitor, and evaluate interventions.
Excellent
Very Good
Good
Poor
Unsatisfactory
Not Assessed
Examples of how the student social worker has demonstrated competency in engagement, assessment,
intervention, and evaluation with individuals, families, groups, organizations, and communities (optional):
Provide a summary of your overall impression of the student's progress and recommendations for future learning
goals (optional):
Binghamton University CCPA, Social Work, Field Evaluation—Concentration Year
Page 8 of 9
Recommended Grade:
Pass
Fail
The evaluation must be reviewed in a meeting of the field instructor and the student (this could be during the regularly
scheduled supervisor session) and signed by both the field instructor and the student. The student's signature does not
imply agreement, only that the student has read the evaluation. In situations where the student disagrees with the
evaluation the field instructor may want to include the student's view in the text. If the student wishes to submit an
addendum to the evaluation, that will be shared with the field instructor and become part of the student's permanent
record as well.
-------------------------------------------------------------------------Field Instructor Signature
--------------------------------------------------------------------------Date
--------------------------------------------------------------------------Task Supervisor (if applicable)
--------------------------------------------------------------------------Date
--------------------------------------------------------------------------Student Signature
------------------------------------------------------------------------Date
Submission Instructions
Provide two printed copies of the completed evaluation.
Mail or deliver the original printed and signed document and one photocopy to:
Sophia Resciniti, LCSW
Director of Field Education
Department of Social Work
College of Community and Public Affairs
Binghamton University
P.O. Box 6000
Binghamton NY 13902-6000
If delivering in person, bring to social work department office (room 313) or to the Field Department office (room 317).
Binghamton University CCPA, Social Work, Field Evaluation—Concentration Year
Page 9 of 9
APPENDIX 12
Optional Tools
APPENDIX 12a
Process Recording
PROCESS RECORDING
(optional tool)
Directions: Identify a client that you will use for your process recording (a “client” can
be considered an individual, consumer of services or inter-professional colleague, family,
group, organization or community that you work with in your field placement). You can
complete the notes referring to preparation ahead of the meeting, but be sure to not
schedule anything after the meeting so that you can complete the rest of the process
recording immediately after the meeting. This will take time, so ensure that you have
ample time to complete this after your meeting.
This recording should be shared with the students’ field instructor during supervision.
This recording should not become part of the client’s official record. Process recordings
are not a required field assignment, although some field instructors will require weekly
process recordings.
1. Preparation: (Include what the rationale for the contact, prospective agenda,
anticipation of obstacles, ideas about what methods will be used, what information will
be obtained, what issues will be focused on during interaction etc, feelings you have
about the meeting):
The next sections you may want to put in a column form so that you can write down
comments in each area as it reflects to the content of your interaction with the client.
Please address the following areas:
2. Observation: (Begin this section by identifying who was present, description of the
client(s), unique and unusual factors about the client including cultural considerations
such as impact of age, race, gender, sexual orientation etc).. To the best of your memory,
record verbatim what took place in the interaction you just had with the client. Include
verbal and non-verbal interaction as it unfolded. Use quotes when you are reflecting
actual conversation. End with recording any changes that occurred since your last
contact, during the contact and what was accomplished (if anything).
3. Skills: (Record what skills you used and your rationale for utilization of particular
skills or interventions at different points in your interaction. Note why you may have
chosen to change your approach)
1
4. Thoughts and Analysis: (Record your impressions of the interaction and what your
intention and assessment was of the interaction. This should include unspoken thoughts
and reactions to the client, your own thoughts about how you were functioning and
managing during the interaction, your impressions about the client’s strengths, capacity,
and motivation. Provide a critical evaluation of the interaction and your progress
towards the goals you are working on with the client. Questions that can be addressed in
this section include “What did I learn about my ability to apply skills and/or knowledge?
What do I need to know more about in terms of my client? What went well? What was
difficult? What might I do differently? Why did I choose to do what I did)?
5. Planning: (Record what direction you may go in the next meeting with the client,
what your sense is of what the client will be doing and what you need to do to prepare for
the next meeting. This may include making collateral contacts, asking the client to do
“homework”, revising contract with client in the next meeting etc.)
6. Questions: (Record questions you plan to discuss in supervision regarding both
student and client needs).
7. Supervision Notes: A section should also be included for the supervisors comments
and suggestions.
2
APPENDIX 12b
Supervision Log
Field Placement Weekly Supervision Log (optional tool)
College of Community and Public Affairs
Department of Social Work
State University of New York
CONTACT INFORMATION
MSW Intern
Agency
Email Address
Address
Field Instructor
Agency
Task Supervisor (if applicable)
Phone #
City
State
Date
Zip
Email Address
Address
City
Email Address
Office #
Office #
Office #
State
Zip
Field Liaison
Office #
Semester:
SW 59_
QUESTIONS
1. What went well this week? (this could be an event, occurrence, or a moment of realization or
personal learning)
2. How did you demonstrate acknowledgment of and commitment to the NASW Values and Code of
Ethics?
3. Identify aspects of diversity you encountered this week:
4. Please identify macro, micro, or mezzo level skills that you used this week:
5. Learning Plan: What practice behaviors have you been working on or accomplished since our last
supervisory session?
6. Learning Plan: What practice behaviors to focus on for next supervisory session?
7a. Which CSWE Competencies have you been exposed to in this past week?
EPAS 2.1.1 Professionalism,
EPAS 2.1.2 Ethics,
EPAS 2.1.3 Critical Thinking & Judgment,
1
EPAS 2.1.4 Diversity and Cultural Competency,
EPAS 2.1.5 Advocacy and Social Justice,
EPAS 2.1.6 Informed Research and Evidence Based Practice,
EPAS 2.1.7 Person in Environment,
EPAS 2.1.9 Current Trends,
EPAS 2.1.10 (a)-(d) Practice Skills,
2.1.10(a) Engagement,
2.1.10(b) Assessment,
2.1.10(c) Intervention,
2.1.10(d) Evaluation
EPAS 2.1.8 Policy,
7b. What did you learn about this competency or about yourself in this regard?
7c Which current or previous graduate course was of value this week in field, and why?
8. Are you getting what you need from this field placement? How can your experience be improved? (If
you have any concerns and are worried about bringing it up please talk to your field liaison who can
help you complete this section).
9. Additional Comments (or agenda items, case review that you want to make sure is discussed this
week):
10. Field Instructor Comments (optional if you would like to offer feedback, affirmations and guidance):
The log is intended to help:
• Challenge you to think critically about the work you are doing.
• Document the knowledge and skills you are gaining.
• Identify skills/knowledge that you need to address in supervision.
• Help facilitate a dialogue between the student and field instructor
• Help you learn how to prepare yourself for supervision
• Help your field instructor organize and prepare for supervision
• Help your field instructor assess areas that you may need to grow, and to clarify questions that may arise
• Help document your work for both you and your field instructor to review when completing final
evaluations
• Document concerns that you or your field instructor have (this is a necessary step in addressing
challenges in field).
• Facilitate conversations around areas that are identified (or at times not identified).
• Link coursework to field on a regular basis
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APPENDIX 12c
Time Sheet
Field Time Sheet (optional tool)
Student Name:
Semester/Year:
Field Instructor Name: _
Please fill out the Time Sheet each day that you are in field. Turn in mid semester (Mid Oct & Early March)
and at the end of the semester. Please have your field instructor initial the hours as you go and both you
and your supervisor sign the bottom of the Time Sheet confirming total hours at the end of the semester.
Date
Example: 8/31/11
Hours
8:30 – 4:30 = 8
Date
Hours
Total:
Student Signature
Supervisor Signature
12/2011
Total:
Date_
Date
APPENDIX 14
National Association of Social Workers
Code of Ethics
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.
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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
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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, 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 self­interest. Social workers draw on their
knowledge, values, and skills to help people in need and to address social problems.
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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 self­determination. 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
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
4
Ethical Principle: Social workers practice within their areas of competence and develop
and enhance their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and
to apply them in practice. Social workers should aspire to contribute to the knowledge
base of the profession.
Ethical Standards
The following ethical standards are relevant to the professional activities of all social
workers. These standards concern (1) social workers’ ethical responsibilities to clients,
(2) social workers’ ethical responsibilities to colleagues, (3) social workers’ ethical
responsibilities in practice settings, (4) social workers’ ethical responsibilities as
professionals, (5) social workers’ ethical responsibilities to the social work profession,
and (6) social workers’ ethical responsibilities to the broader society.
Some of the standards that follow are enforceable guidelines for professional conduct,
and some are aspirational. The extent to which each standard is enforceable is a matter of
professional judgment to be exercised by those responsible for reviewing alleged
violations of ethical standards.
1. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS
1.01 Commitment to Clients
Social workers’ primary responsibility is to promote the 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 Self­Determination
Social workers respect and promote the right of clients to self­determination and assist
clients in their efforts to identify and clarify their goals. Social workers may limit clients’
right to self­determination 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 third­party
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’
5
comprehension. This may include providing clients with a detailed verbal explanation or
arranging for a qualified interpreter or translator whenever possible.
(c) In instances when clients lack the capacity to provide informed consent, social
workers should protect clients’ interests by seeking permission from an appropriate third
party, informing clients consistent with the clients’ level of understanding. In such
instances social workers should seek to ensure that the third party acts in a manner
consistent with clients’ wishes and interests. Social workers should take reasonable steps
to enhance such clients’ ability to give informed consent.
(d) In instances when clients are receiving services involuntarily, social workers should
provide information about the nature and extent of services and about the extent of
clients’ right to refuse service.
(e) Social workers who provide services via electronic media (such as computer,
telephone, radio, and television) should inform recipients of the limitations and risks
associated with such services.
(f) Social workers should obtain clients’ informed consent before audiotaping or
videotaping clients or permitting observation of services to clients by a third party.
1.04 Competence
(a) Social workers should provide services and represent themselves as competent only
within the boundaries of their education, training, license, certification, consultation
received, supervised experience, or other relevant professional experience.
(b) Social workers should provide services in substantive areas or use intervention
techniques or approaches that are new to them only after engaging in appropriate study,
training, consultation, and supervision from people who are competent in those
interventions or techniques.
(c) When generally recognized standards do not exist with respect to an emerging area of
practice, social workers should exercise careful judgment and take responsible steps
(including appropriate education, research, training, consultation, and supervision) to
ensure the competence of their work and to protect clients from harm.
1.05 Cultural Competence and Social Diversity
(a) Social workers should understand culture and its function in human behavior and
society, recognizing the strengths that exist in all cultures.
(b) Social workers should have a knowledge base of their clients’ cultures and be able to
demonstrate competence in the provision of services that are sensitive to clients’ cultures
and to differences among people and cultural groups.
(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,
6
sexual orientation, gender identity or expression, age, marital status, political belief,
religion, immigration status, and mental or physical disability.
1.06 Conflicts of Interest
(a) Social workers should be alert to and avoid conflicts of interest that interfere with the
exercise of professional discretion and impartial judgment. Social workers should inform
clients when a real or potential conflict of interest arises and take reasonable steps to
resolve the issue in a manner that makes the clients’ interests primary and protects
clients’ interests to the greatest extent possible. In some cases, protecting clients’ interests
may require termination of the professional relationship with proper referral of the client.
(b) Social workers should not take unfair advantage of any professional relationship or
exploit others to further their personal, religious, political, or business interests.
(c) Social workers should not engage in dual or multiple relationships with clients or
former clients in which there is a risk of exploitation or potential harm to the client. In
instances when dual or multiple relationships are unavoidable, social workers should take
steps to protect clients and are responsible for setting clear, appropriate, and culturally
sensitive boundaries. (Dual or multiple relationships occur when social workers relate to
clients in more than one relationship, whether professional, social, or business. Dual or
multiple relationships can occur simultaneously or consecutively.)
(d) When social workers provide services to two or more people who have a relationship
with each other (for example, couples, family members), social workers should clarify
with all parties which individuals will be considered clients and the nature of social
workers’ professional obligations to the various individuals who are receiving services.
Social workers who anticipate a conflict of interest among the individuals receiving
services or who anticipate having to perform in potentially conflicting roles (for example,
when a social worker is asked to testify in a child custody dispute or divorce proceedings
involving clients) should clarify their role with the parties involved and take appropriate
action to minimize any conflict of interest.
1.07 Privacy and Confidentiality
(a) Social workers should respect clients’ right to privacy. Social workers should not
solicit private information from clients unless it is essential to providing services or
conducting social work evaluation or research. Once private information is shared,
standards of confidentiality apply.
(b) Social workers may disclose confidential information when appropriate with valid
consent from a client or a person legally authorized to consent on behalf of a client.
(c) Social workers should protect the confidentiality of all information obtained in the
course of professional service, except for compelling professional reasons. The general
expectation that social workers will keep information confidential does not apply when
disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or
other identifiable person. In all instances, social workers should disclose the least amount
7
of confidential information necessary to achieve the desired purpose; only information
that is directly relevant to the purpose for which the disclosure is made should be
revealed.
(d) Social workers should inform clients, to the extent possible, about the disclosure of
confidential information and the potential consequences, when feasible before the
disclosure is made. This applies whether social workers disclose confidential information
on the basis of a legal requirement or client consent.
(e) Social workers should discuss with clients and other interested parties the nature of
confidentiality and limitations of clients’ right to confidentiality. Social workers should
review with clients circumstances where confidential information may be requested and
where disclosure of confidential information may be legally required. This discussion
should occur as soon as possible in the social worker­client 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 third­party payers
unless clients have authorized such disclosure.
(i) Social workers should not discuss confidential information in any setting unless
privacy can be ensured. Social workers should not discuss confidential information in
public or semipublic areas such as hallways, waiting rooms, elevators, and restaurants.
(j) Social workers should protect the confidentiality of clients during legal proceedings to
the extent permitted by law. When a court of law or other legally authorized body orders
social workers to disclose confidential or privileged information without a client’s
consent and such disclosure could cause harm to the client, social workers should request
that the court withdraw the order or limit the order as narrowly as possible or maintain
the records under seal, unavailable for public inspection.
(k) Social workers should protect the confidentiality of clients when responding to
requests from members of the media.
8
(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.
9
(b) Social workers should not engage in sexual activities or sexual contact with clients’
relatives or other individuals with whom clients maintain a close personal relationship
when there is a risk of exploitation or potential harm to the client. Sexual activity or
sexual contact with clients’ relatives or other individuals with whom clients maintain a
personal relationship has the potential to be harmful to the client and may make it
difficult for the social worker and client to maintain appropriate professional boundaries.
Social workers—not their clients, their clients’ relatives, or other individuals with whom
the client maintains a personal relationship—assume the full burden for setting clear,
appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former
clients because of the potential for harm to the client. If social workers engage in conduct
contrary to this prohibition or claim that an exception to this prohibition is warranted
because of extraordinary circumstances, it is social workers—not their clients—who
assume the full burden of demonstrating that the former client has not been exploited,
coerced, or manipulated, intentionally or unintentionally.
(d) Social workers should not provide clinical services to individuals with whom they
have had a prior sexual relationship. Providing clinical services to a former sexual partner
has the potential to be harmful to the individual and is likely to make it difficult for the
social worker and individual to maintain appropriate professional boundaries.
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
10
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 Decision­Making Capacity
When social workers act on behalf of clients who lack the capacity to make informed
decisions, social workers should take reasonable steps to safeguard the interests and
rights of those clients.
1.15 Interruption of Services
Social workers should make reasonable efforts to ensure continuity of services in the
event that services are interrupted by factors such as unavailability, relocation, illness,
disability, or death.
1.16 Termination of Services
(a) Social workers should terminate services to clients and professional relationships with
them when such services and
relationships are no longer required or no longer serve the clients’ needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are still
in need of services. Social workers should withdraw services precipitously only under
unusual circumstances, giving careful consideration to all factors in the situation and
taking care to minimize possible adverse effects. Social workers should assist in making
appropriate arrangements for continuation of services when necessary.
(c) Social workers in fee­for­service 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.
11
(e) Social workers who anticipate the termination or interruption of services to clients
should notify clients promptly and seek the transfer, referral, or continuation of services
in relation to the clients’ needs and preferences.
(f) Social workers who are leaving an employment setting should inform clients of
appropriate options for the continuation of services and of the benefits and risks of the
options.
2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES
2.01 Respect
(a) Social workers should treat colleagues with respect and should represent accurately
and fairly the qualifications, views, and obligations of colleagues.
(b) Social workers should avoid unwarranted negative criticism of colleagues in
communications with clients or with other professionals. Unwarranted negative criticism
may include demeaning comments that refer to colleagues’ level of competence or to
individuals’ attributes such as race, ethnicity, national origin, color, sex, sexual
orientation, gender identity or expression, age, marital status, political belief, religion,
immigration status, and mental or physical disability.
(c) Social workers should cooperate with social work colleagues and with colleagues of
other professions when such cooperation serves the 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
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(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
13
with practice effectiveness should consult with that colleague when feasible and assist the
colleague in taking remedial action.
(b) Social workers who believe that a social work colleague’s impairment interferes with
practice effectiveness and that the colleague has not taken adequate steps to address the
impairment should take action through appropriate channels established by employers,
agencies, NASW, licensing and regulatory bodies, and other professional organizations.
2.10 Incompetence of Colleagues
(a) Social workers who have direct knowledge of a social work colleague’s incompetence
should consult with that colleague when feasible and assist the colleague in taking
remedial action.
(b) Social workers who believe that a social work colleague is incompetent and has not
taken adequate steps to address the incompetence should take action through appropriate
channels established by employers, agencies, NASW, licensing and regulatory bodies,
and other professional organizations.
2.11 Unethical Conduct of Colleagues
(a) Social workers should take adequate measures to discourage, prevent, expose, and
correct the unethical conduct of colleagues.
(b) Social workers should be knowledgeable about established policies and procedures
for handling concerns about colleagues’ unethical behavior. Social workers should be
familiar with national, state, and local procedures for handling ethics complaints. These
include policies and procedures created by NASW, licensing and regulatory bodies,
employers, agencies, and other professional organizations.
(c) Social workers who believe that a colleague has acted unethically should seek
resolution by discussing their concerns with the colleague when feasible and when such
discussion is likely to be productive.
(d) When necessary, social workers who believe that a colleague has acted unethically
should take action through appropriate formal channels (such as contacting a state
licensing board or regulatory body, an NASW committee on inquiry, or other
professional ethics committees).
(e) Social workers should defend and assist colleagues who are unjustly charged with
unethical conduct.
3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS
3.01 Supervision and Consultation
(a) Social workers who provide supervision or consultation should have the necessary
knowledge and skill to supervise or consult appropriately and should do so only within
their areas of knowledge and competence.
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(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
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.
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(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.
3.09 Commitments to Employers
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(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.
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
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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
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
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(a) Social workers should not engage in uninvited solicitation of potential clients who,
because of their circumstances, are vulnerable to undue influence, manipulation, or
coercion.
(b) Social workers should not engage in solicitation of testimonial endorsements
(including solicitation of consent to use a client’s prior statement as a testimonial
endorsement) from current clients or from other people who, because of their particular
circumstances, are vulnerable to undue influence.
4.08 Acknowledging Credit
(a) Social workers should take responsibility and credit, including authorship credit, only
for work they have actually performed and to which they have contributed.
(b) Social workers should honestly acknowledge the work of and the contributions made
by others.
5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK
PROFESSION
5.01 Integrity of the Profession
(a) Social workers should work toward the maintenance and promotion of high standards
of practice.
(b) Social workers should uphold and advance the values, ethics, knowledge, and mission
of the profession. Social workers should protect, enhance, and improve the integrity of
the profession through appropriate study and research, active discussion, and responsible
criticism of the profession.
(c) Social workers should contribute time and professional expertise to activities that
promote respect for the value, integrity, and competence of the social work profession.
These activities may include teaching, research, consultation, service, legislative
testimony, presentations in the community, and participation in their professional
organizations.
(d) Social workers should contribute to the knowledge base of social work and share with
colleagues their knowledge related to practice, research, and ethics. Social workers
should seek to contribute to the profession’s literature and to share their knowledge at
professional meetings and conferences.
(e) Social workers should act to prevent the unauthorized and unqualified practice of
social work.
5.02 Evaluation and Research
(a) Social workers should monitor and evaluate policies, the implementation of programs,
and practice interventions.
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(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.
(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
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inform participants of any limits of confidentiality, the measures that will be taken to
ensure confidentiality, and when any records containing research data will be destroyed.
(m) Social workers who report evaluation and research results should protect
participants’ confidentiality by omitting identifying information unless proper consent
has been obtained authorizing disclosure.
(n) Social workers should report evaluation and research findings accurately. They should
not fabricate or falsify results and should take steps to correct any errors later found in
published data using standard publication methods.
(o) Social workers engaged in evaluation or research should be alert to and avoid
conflicts of interest and dual relationships with participants, should inform participants
when a real or potential conflict of interest arises, and should take steps to resolve the
issue in a manner that makes participants’ interests primary.
(p) Social workers should educate themselves, their students, and their colleagues about
responsible research practices.
6. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER
SOCIETY
6.01 Social Welfare
Social workers should promote the general welfare of society, from local to global levels,
and the development of people, their communities, and their environments. Social
workers should advocate for living conditions conducive to the fulfillment of basic
human needs and should promote social, economic, political, and cultural values and
institutions that are compatible with the realization of social justice.
6.02 Public Participation
Social workers should facilitate informed participation by the public in shaping social
policies and institutions.
6.03 Public Emergencies
Social workers should provide appropriate professional services in public emergencies to
the greatest extent possible.
6.04 Social and Political Action
(a) Social workers should engage in social and political action that seeks to ensure that all
people have equal access to the resources, employment, services, and opportunities they
require to meet their basic human needs and to develop fully. Social workers should be
aware of the impact of the political arena on practice and should advocate for changes in
policy and legislation to improve social conditions in order to meet basic human needs
and promote social justice.
(b) Social workers should act to expand choice and opportunity for all people, with
special regard for vulnerable, disadvantaged, oppressed, and exploited people and groups.
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(c) Social workers should promote conditions that encourage respect for cultural and
social diversity within the United States and globally. Social workers should promote
policies and practices that demonstrate respect for difference, support the expansion of
cultural knowledge and resources, advocate for programs and institutions that
demonstrate cultural competence, and promote policies that safeguard the rights of and
confirm equity and social justice for all people.
(d) Social workers should act to prevent and eliminate domination of, exploitation of, and
discrimination against any person, group, or class on the basis of race, ethnicity, national
origin, color, sex, sexual orientation, gender identity or expression, age, marital status,
political belief, religion, immigration status, or mental or physical disability.
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