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Wheelock College Social Work Student Handbook and Field Practicum
Manual
Wheelock College
Social Work Department
School of Professional and Graduate Programs
200 The Riverway
Boston, MA 02215
P (617) 879-2335
F (617) 879-2203
[email protected]
Social Work Leadership Team
Hope Haslam Straughan, PhD, MSW, ACSW
Associate Dean for Social Work,
Leadership & Policy
Associate Professor of Social Work
(617) 879-2330
[email protected]
Deborah Lisansky Beck, MSW, LICSW
BSW Program Chair
Assistant Professor of Social Work
(617) 879-2216
[email protected]
Sue Harju
Faculty Assistant
(617) 879-2200
[email protected]
Wendy Champagnie Williams, PhD(c), MSW, LICSW
MSW Program Chair
Instructor of Social Work
(617) 879-2162
[email protected]
Devon Reber, MSW
Director of Social Work Field Education
(617) 879-2425
[email protected]
Social Work Field Education
Devon Reber, MSW
Director of Social Work Field Education
(617) 879-2425
[email protected]
Diane Zipoli, MSW, LICSW
Assistant Director of Social Work
Field Education
Instructor of Social Work
(617) 879-2290
[email protected]
Terry Moynahan, MSW
Social Work Field Education Advisor
(617) 879-2452
[email protected]
Wheelock College Social Work Student Handbook and Field Practicum
Manual
Social Work Faculty Full- and Half-Time
Nina Aronoff, PhD, MSW, LICSW
Associate Professor of Social Work
(617) 879-2416
[email protected]
Será Godfrey, MSW, LICSW
Instructor of Social Work
(617) 230-0627
[email protected]
Lenette Azzi-Lessing, PhD
Associate Professor of Social Work
(617) 879-2377
[email protected]
Hope Haslam Straughan,
PhD, MSW, ACSW
Associate Professor of Social
Work
(617) 879-2330
[email protected]
Deborah Lisansky Beck, MSW, LICSW
Assistant Professor of Social Work
(617) 879-2216
[email protected]
Heather Howard, PhD(c), MSW, LICSW
Instructor of Social Work
[email protected]
(401) 486-0805
James Bourque, MSW
Instructor of Social Work
(617) 879-2198
[email protected]
Wendy Champagnie Williams,
PhD(c), MSW, LICSW
Instructor of Social Work
(617) 879-2162
[email protected]
Wade Taylor, PhD, MSW
Assistant Professor of Social Work
617-879-2188
[email protected]
Ashley Davis, PhD, MSW, LICSW
Assistant Professor of Social Work
(617) 879-2023
[email protected]
Nicole Dubus, PhD, MSW, LICSW
Assistant Professor of Social Work
(617) 879-2198
[email protected]
Wheelock College Social Work Student Handbook and Field Practicum
Manual
TABLE OF CONTENTS
I.
Introduction to Wheelock College
Description of the College
Mission of the College
Wheelock College Policy on Non-Discrimination and Sexual Harassment
Absence Due to Religious Beliefs
Academic Programs
Academic Honesty Policy
Academic Honor Code
Academic Dishonesty
Student Code of Conduct
Attendance
Campus Computing Policy
Additional Policies
Support Services for Students
Institutional Review Board
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II.
Introduction to the Social Work Profession
The Code of Ethics of the National Association of Social Workers (NASW)
Universal Declaration of Human Rights
Educational Policy & Accreditation Standards of the Council on Social Work Education
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III.
Introduction to BSW & MSW Social Work Programs
History of the Social Work Programs
Mission of the Social Work Programs
Justice-Based Social Work Practice
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IV.
Goals, Curricular Themes and Shared Content
for BSW & MSW Programs
Program Goals
Curricular Themes
Program Framework Curricular Themes & Content
Program Commitment to Self-Care
Rights and Responsibilities of the Social Work Student
Advising in the Social Work Programs
Social Work Student Support Team Meetings
Social Work Program Individual Student Review
Policy on Communication of Information
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The Bachelor of Social Work Program
Degree Requirements and Course Descriptions
Admission to the BSW Program
BSW Advising
BSW Program Entrance Questionnaire
The BSW Field Practicum: Basic Facts
Acknowledgment of Understanding of Practicum Policies
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Manual
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Field Practicum Planning and Placement Contract
Integration with Course Content
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VI.
The Master of Social Work (MSW) Program
Degree Requirements and Course Descriptions
Admission to MSW Program
Request - Change of MSW Program Plan
MSW Advising
Acknowledgment of Understanding of Practicum Policies
Field Practicum Planning and Placement Contract
Foundation Year Content and Structure
Concentration Year Content and Structure
Advanced Practice Behaviors
Advanced Standing MSW Program
MSW Part-Time Programs
Master of Social Work Worcester Off-Campus Degree
Dual Degree MSW & M.S. in Nonprofit Leadership and Social Entrepreneurship
Graduate Certificates
MSW Field Practicum
Foundation Year Field Practicum
Foundation Year Practicum Learning Outcomes
Concentration Year Field Practicum
Concentration Year Practicum Learning Outcomes
Flexible Field Option
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VII.
Social Work Field Practicum Policies & Forms
Evaluation of Professional Suitability in Social Work Practicum
Explanation of Terms Used in Relation to the Practicum Experience
Placement Process
Field Placement Interview Process Policy
Criminal Offender Record Information (CORI) and Other Background Checks
Student Safety in the Field
Rights and Responsibilities of the Social Work Practicum Student
Support for Students
Student Injuries
Criteria for the Selection of Field Practicum Sites
Criteria for Selection of Field Instructors
Roles and Expectations of Faculty Field Liaison
Roles and Expectations of the Field Education Office
Support for Field Instructors
Resource Information
Attendance Policy
Semester Break and Wheelock Calendar
School or School-Based Placement Policy
Inclement Weather Advisory
Flexible Field Option
Terms for “R” Grade Application
Wheelock College Social Work Student Handbook and Field Practicum
Manual
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Summer Social Work Seminar Policy
Student Practicum at Place of Employment
Compensation at Placement Site
The Learning Contract
Practicum Assignments
Use of Case Materials in Class
Process Recordings
Assignments with Groups and Larger Systems
Group Work Assignments
Assignments with Practice in Larger Systems
Examples of Assignments with Larger Systems
Outline of Suggested Practicum Activities in the First Semester
Outline of Suggested Practicum Activities in the Second Semester
Outline of Suggested Practicum Activities in the First Semester: CY
Outline of Suggested Practicum Activities in the Second Semester: CY
Process for Disruption in Field Practicum
Withdrawal from Practicum
Reinstatement in a Practicum
Protocol for Addressing Practicum Ethical Problems
Field Practicum Forms (BSW & MSW)
Field Placement Information Sheet
Flexible Field Option Agreement
Student Internship at Employment Agreement
Learning Contract & Evaluation: BSW & Foundation Year MSW Practice
Behaviors
Learning Contract & Evaluation: MSW Concentration Year Advanced
Practice Behaviors
Student Weekly Report on Field Practicum
Verbatim Process Recording Explanation & Format (BSW & MSW)
Verbatim Process Recording Form
Larger Systems Processing Form
Group and Family Process Recording Form
Perception of Disrupted Placement – Student
Perception of Disrupted Placement - Faculty Field Liaison
Perception of Disrupted Placement - Field Instructor
Evaluation of Practicum Site - Student
Evaluation of Practicum Site & Field Instructor - Faculty Field Liaison
Evaluation of Faculty Field Liaison - Field Instructor
Summary of Student Practicum Experience - Faculty Field Liaison
2014-2015 Important Social Work Field Education Dates
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Manual
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I.
INTRODUCTION TO WHEELOCK COLLEGE
DESCRIPTION OF THE COLLEGE
Wheelock College was founded in 1888 by Lucy Wheelock, one of the early leaders of the
kindergarten movement in this country. Committed at both the undergraduate and
graduate levels to the professions of Education, Child Life, and Social Work, Wheelock also
offers a professional major in Juvenile Justice and Youth Advocacy. Wheelock offers liberal
arts majors in the Arts, Humanities, Mathematics and Science, American Studies,
Communications, Psychology and Human Development, Political Science and Global
Studies.
Although Wheelock College is a private institution supported by members of a board of
trustees and a corporation, it maintains a very public profile, attending to the demands of
an urban and diverse population in the greater Boston area. Senior administrative officers
and members of the faculty engage in policy development and decision-making with
academics, legislators, and members of the business and professional communities within
the greater Boston and New England areas, as well as in many national and international
locations.
MISSION OF THE COLLEGE
The mission of Wheelock College is to improve the lives of children and families. Wheelock
carries out this mission by providing a sound liberal arts and professional education,
contributing to the knowledge of professionals in the field, generating and sharing new
knowledge, and influencing the development of social policy. The mission of the College is
sustained and promoted by its academic programs, by involvement in the life of the
surrounding community and communities in other parts of the world, and by research,
curriculum development, and professional activities.
Wheelock’s mission statement creates a context for and a relationship with the historical
mission and roots of the social work profession. As Lucy Wheelock was engaged in the
education of young children, Jane Addams, a leading social work pioneer, was organizing
the settlement house movement in Chicago, which she described in 1892 as “an
experimental effort to aid in the solution of the social and industrial problems which are
engendered by the modern conditions of life in a great city” (“The Subjective Necessity for
Social Settlements,” 1892, from http://quotes.dictionary.com). Thus, as Lucy Wheelock
was nurturing young children in the establishment of kindergartens, Jane Addams was
focusing on improving social conditions in the neighborhoods and communities where
children lived with their families and where their parents worked to support them.
WHEELOCK COLLEGE POLICY ON NON-DISCRIMINATION
Introduction
Wheelock College is committed to creating a community in which each person is respected
and where every reasonable effort is made to accept and honor the cultural, racial,
religious, ethnic, and physical differences among people. The goals supporting this
commitment include the following:
 to make Wheelock College a place where persons of any age, race, color, national or
ethnic origin, handicapping condition, and gender or sexual orientations feel
welcome and respected;
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to make visible and to celebrate the differences among Wheelock College
students and among all individuals in the Wheelock College community, in the
City of Boston, and beyond;
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to create a climate which welcomes and sustains minority students, faculty
members, and administrators; and

to create a community at Wheelock College in which every reasonable effort is
made to respect and honor difference and diversity.
Notice of Non-discrimination
Wheelock College does not discriminate on the basis of race, color, religion, national origin,
gender, sexual orientation, age, legally recognized handicap, or veteran status, except as
provided in exclusions in the law. Wheelock College does not tolerate sexual harassment of
students or employees. Any person having inquiries or complaints concerning Wheelock
College's compliance with Title VII of the Civil Rights Act of 1964, Title IX of the Education
Amendments of 1972, Age Discrimination Act of 1975, or Section 504 of the Rehabilitation
Act of 1973 ("Non-Discrimination Laws") is directed to contact the President of Wheelock
College at Wheelock College, 200 The Riverway, Boston, MA 02215. The President has been
designated by Wheelock College to coordinate the College's efforts to comply with the NonDiscrimination Laws. Any person may also contact the Assistant Secretary for Civil Rights,
U.S. Department of Education, Washington, D.C. 20202, or the Director, U.S. Department of
Education, Office for Civil Rights, Region One, Boston, Massachusetts 02109, regarding the
College's compliance with the Non-Discrimination Laws.
Wheelock College is an Affirmative Action/Equal Opportunity Employer. Wheelock is
authorized under federal law to enroll non-immigrant alien students.
Sexual Harassment
Wheelock College affirms its policy that all members of the college community, including its
faculty, administration, students and staff have a right to be free from sex discrimination in
the form of sexual harassment by any other member of the college community. For more
detailed information regarding this policy, please refer to the Wheelock College Course
Catalog and/or the Student Handbook.
ABSENCE DUE TO RELIGIOUS BELIEFS
The College complies with Massachusetts law (G.L. c. 151C, § 2B) which provides, in
relevant part, that: “Any student in an educational…institution,…who is unable, because
of his religious beliefs, to attend classes or to participate in any examination, study, or
work requirement on a particular day shall be excused from any such examination or
study or work requirement, and shall be provided with an opportunity to make up such
examination, study, or work requirement which he may have missed because of such
absence on any particular day; however, that such a makeup examination or work shall
not create an unreasonable burden upon such school. No fees of any kind shall be
charged by the institution for making available to the said student such opportunity.
No adverse or prejudicial effects shall result to any student because of his availing
himself of the provisions of this section.”
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ACADEMIC PROGRAMS
The following information may be found in the Wheelock College Catalog available online at
http://www.wheelock.edu/academics/academic-records-and-registration/course-catalog
● Degree requirements for the BSW and MSW programs
● Course Descriptions and Prerequisites for the BSW and MSW programs
● Double Majors and Minors (BSW)
ACADEMIC HONESTY POLICY
Wheelock College is committed to promoting intellectual growth in an environment that
honors academic integrity, ethical behavior, and academic excellence. To that end, an
Academic Honesty System has been established to ensure that proper behavior is
recognized and that improper behavior is addressed in a fair, consistent, and timely manner.
Students are required to meet the College’s standards for academic honesty which include
producing original work, crediting non-original work and outside sources, and behaving
honestly in all academic endeavors.
ACADEMIC HONOR CODE
Central to the Academic Honesty System is the Academic Honor Code. Undergraduate and
graduate students must agree to be bound by the Code when they enter their programs. All
students must comply with the Academic Honor Code at all times while they are enrolled at
the College. The Academic Honor Code follows: “As a citizen of the Wheelock College
community, I am committed to acting honestly and with integrity in all aspects of academic
life. I pledge to conduct myself ethically in my academic endeavors. I accept responsibility
for what I write and what I say. In the spirit of trust, I will not misrepresent my academic
work. I will not cheat and I will work toward creating a fair academic environment for all.”
ACADEMIC DISHONESTY
Academic dishonesty is broadly defined as any act that undermines or compromises
academic integrity. It can take many forms. It is the responsibility of all Wheelock students
to understand what constitutes academic dishonesty. It is the responsibility of each student
to seek advice if he or she does not fully understand what constitutes academic dishonesty.
Some of the most obvious forms of academic dishonesty are the following:
Plagiarism
Referring to sources is a necessary and expected part of any research project or paper. It is
necessary to credit and cite any and all sources used in any project or paper that are not a
student’s original work. Plagiarism is a form of academic dishonesty and is the deliberate
use of the work, words or ideas of another person or other source without clearly
acknowledging the source. Examples of plagiarism include but are not limited to:
 copying word for word from another source without acknowledgement (i.e., not
putting quotation marks around words that come from another source or quoting
the author directly, and writing the reference appropriately)
 paraphrasing from another source without acknowledgement
 using special terms or phrases from another source without acknowledgement
 using sentences, phrases or words that closely parallel another source
without acknowledgement
 summarizing without acknowledgment
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Cheating
Cheating is a form of academic dishonesty and includes but is not limited to:
 copying from another individual during a test or examination
 receiving help without acknowledging that help
Falsifying data
Falsifying data is a form of academic dishonesty and includes crediting or citing sources that
have not been used or fabricating data. It may also include false reports of observations,
such as child observations, that have not actually taken place.
Multiple submissions of papers or projects
Submitting a project or paper that has been or will be submitted for another course without
prior permission from the instructors of those courses is a form of academic dishonesty.
Submitting work prepared by another individual
Submitting work prepared by another individual is a form of academic dishonesty.
Unauthorized submission of materials obtained from another person’s files, commercial
term paper sources, or Internet websites are some common examples of this form of
academic dishonesty.
Unauthorized use of aids during examinations
Unauthorized use of books, calculators, notes or other aids during examinations is a form of
academic dishonesty.
Unauthorized collaboration
Unauthorized collaboration with others during classroom examinations, take home exams,
or projects is a form of academic dishonesty. While collaboration may be authorized and
appropriate in some situations, the role of each collaborator must be clear and
acknowledged.
Other forms of dishonesty
As stated above, academic dishonesty can take many forms, including the following:
 unauthorized computer use
 damage or theft of library materials
 forgeries
 misrepresenting work that is submitted
 misrepresenting personal circumstances to an instructor to obtain an extension of
time or other relief from course requirements
Where to Get Help Regarding the Issues of Academic Honesty
The Wheelock College faculty and the staffs of the Writing Center, Office of Academic
Advising, and Library are all ready, willing, and able to assist students with research and
writing assignments and to offer guidance on proper reference and citation standards.
These resources can also help with study skills, such as proper note taking and time
management.
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Procedures to Review Possible Academic Honestly Violations
The Academic Honesty System is jointly administered by the Vice President for Academic
Affairs and the Academic Appeals Board. The Academic Appeals Board is responsible for
reviewing possible violations of the Academic Honesty Code. The following procedures will
be followed:
1. All situations involving possible violations will initially be handled by the instructor
who has reason to believe that a student has violated the Academic Honesty Code.
The instructor must notify the student of the possible violation and present
whatever information exists about the possible violation to the student and the
student must be given an opportunity to respond. The instructor may consult the
Dean of his or her School or his or her Department Chair for guidance or advice or
refer the matter to the Academic Appeals Board.
2. If the instructor believes that a violation of the Academic Honesty Code has
occurred, he or she may complete an Academic Dishonesty Report reporting the
violation and indicating what penalty he or she has imposed. The completed
Report must be filed in the Office of the Vice President for Academic Affairs.
3. If the instructor and student do not agree that a violation has occurred and/or on
the penalty imposed, the student may request a hearing before the Academic
Appeals Board. The instructor and the student must attend the hearing and both
will be given an opportunity to present information to the Board.
4. After both the instructor and the student have been given an opportunity to present
information to the Board, the Board will decide: (a) if a violation of the Academic
Honesty Code has occurred and (b), if a violation has occurred, whether the penalty
imposed by the instructor is appropriate or, if not, what an appropriate penalty is.
5. All decisions of the Academic Appeals Board may be appealed by either the instructor
and/or the student to the Vice President for Academic Affairs, or his or her delegate.
The decision of the Vice President for Academic Affairs, or his or her delegate, on any
appeal is final.
6. A record of all violations of the Academic Honesty Code will be filed in the Office of
the Vice President for Academic Affairs. These records are not part of a student’s
permanent academic record and will be destroyed when the student graduates or
leaves the College. However, dismissal from the College or suspension from the
College for academic dishonesty will be noted on the student’s permanent record.
Penalties
An instructor has wide discretion to determine what penalty to impose if he or she believes
that a student has violated the Academic Honesty Code. These penalties may include, but are
not limited to, lowering a grade or assigning a failing grade for a specific assignment;
lowering a grade for a course; failure of a course; or assigning additional work.
An instructor may choose to refer the matter to the Academic Appeals Board. The Board
may recommend whatever penalties it deems appropriate under the circumstances,
including suspension or expulsion from the College. Repeat violations of the Academic
Honesty Code will typically result in harsher penalties. The Vice President for Academic
Affairs will inform the Board of any prior violations of the Academic Honesty Code by a
student. The Board may consider whether the penalty imposed by the instructor for a
repeat violator/violation is adequate and may impose a more severe penalty. The Vice
President for Academic Affairs will be the final arbiter and decision-maker on all issues
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involving possible violations of the Academic Honesty Code.
STUDENT CODE OF CONDUCT
Scope and Purpose
Scope
The Student Code of Conduct applies to all undergraduate and graduate students enrolled in
any course or program at Wheelock College, whether on a part-time or full-time basis. It is
the expectation of the College that all students will be good and respectful citizens. The
Student Code of Conduct applies to on-campus or off-campus activities, college-sponsored or
not. If conduct by students, in the judgment of the College, is deemed unbecoming in the
interest of the College, the College reserves the right to conduct an administrative hearing
or a hearing before the Student Conduct Board.
Purpose
Consistent with the College’s Mission, the purposes of the Code of Conduct are to:
(a) Establish standards of personal conduct.
(b) Provide for the advancement of knowledge and the development of ethically
sensitive and responsible persons.
(c) recognize that students are adults and, as such, their relationships with the
College community should reflect this.
(d) Ensure fair treatment of students without regard to their race, color, national origin,
sex, age, handicap, sexual orientation, or political or religious beliefs.
Limitations
The Code of Conduct does not create contractual rights for students or impose limits on the
College’s authority to regulate student conduct. As a private institution, the College may
impose or withhold sanctions as the College deems appropriate. The President, Dean of
Students, or the Director of Residence Life may modify the Code of Conduct at any time and
for any reason.
Conduct Code Classifications
The College Honor Code – It is the expectation of the College that all Wheelock College
students will conduct themselves as good and respectful citizens, in accordance with the
policies governing the College community. Any and all forms of dishonesty, including, but
not limited to plagiarism, cheating, furnishing false information, forgery and altering or
misusing documents are unacceptable. All students must comply with the Academic Honor
Code at all times while they are enrolled at the College in order to create a fair academic
environment for all. In disciplinary matters, students are expected to be honest and fully
disclosing of the whole truth. Any attempt to deceive, withhold information, or obstruct the
investigation or process of justice will be regarded as a violation of the Student Code of
Conduct.
Climate of Respect
It is expected that students will conduct their affairs with the utmost respect toward those
within and without the College community in accordance with the College mission and
creed. Any student who treats another unfairly, unkindly, disrespectfully or abusively will
be subject to adjudication. Wheelock’s required climate of mutual respect includes all
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forms of social media communication. Disrespectful, uncivil or threatening communication
via Facebook, Twitter, email, blogs, or other online media will prompt immediate
disciplinary sanction.
Criminal Charges
When the College is aware that criminal charges have been brought against a Wheelock
College student by federal, state, or local authorities, the College reserves the right to take
appropriate action against the student, including but not limited to, suspension or
expulsion from the College, and/or from residence, pending the outcome of judicial
proceedings.
Double Jeopardy
The College reserves the right to adjudicate all matters in light of College standards. College
disciplinary proceedings, carried out prior to, simultaneously with, or following the
findings of a court of law, do not constitute double jeopardy. College officials may, at their
sole discretion, adjudicate on an alleged violation of the Code of Conduct against a student
also charged with a violation of law (i.e., both the alleged Code of Conduct violation and the
alleged legal violation arise from the same factual situation), without regard to civil or
criminal arrest and prosecution of the student in a court of law. The principle of double
jeopardy does not apply to the College’s disciplinary proceedings.
Off-Campus Violations
If Wheelock College students are involved in any off-campus activities that involve a
violation of federal, state or local law, or otherwise inappropriate non-criminal behavior,
the College reserves that right to take disciplinary action against said students, particularly
when such activities adversely affect or threaten the interests, reputation, operation, safety,
and/or well- being of the College community or its members.
Student Bill of Rights (Due Process)
Wheelock College students are expected to maintain mature attitudes and must bear the
responsibility to act in accordance with local, Commonwealth, and Federal laws, as well as
those of the College. No right specified here is meant to be construed as enabling students
to infringe upon the individual rights of another member of the community:
 The right to be presumed innocent until determined to be in violation. (It
should be noted, however, that certain circumstances may require the College
to impose sanctions or restrictions pending a hearing or pending some other
manner of adjudication or resolution of the matter).
 Notification of allegations at least three days in advance of a FORMAL
conduct hearing, unless waived by the student, or revoked by the College
for the sake of expediency in serious matters involving the safety or wellbeing of the College community. In certain instances, additional infractions
may be revealed as the hearing progresses. The student will, of course, be
held accountable for such Conduct Code violations, even though said
violations were not noted in the original notification.
 The right to a hearing either by the Dean of Students and/or his or her designee,
or by the Conduct board (depending upon the severity of the charges and the
discretion of the appropriate College officials, particularly the Dean of Students).
 The right to admit or deny all charges, to call witnesses, and to present
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evidence on his or her own behalf.
The right to seek an appeal as described elsewhere in the Wheelock College
Student Handbook.
The right to be given a written summary of disciplinary decisions.
The right to a degree of confidentiality in disciplinary matters, except for
proper use, internally and externally, of information by the College. In addition,
in some cases, when deemed necessary, the College reserves the right to notify
parents/guardians.
Proscribed Content
The following list of proscribed conduct is not intended to be all-inclusive or to limit the
types of inappropriate conduct that may subject a student to sanctions or disciplinary
action. Rules and regulations of the College, residence halls and departments that are not
listed or are excluded below are incorporated herein by reference. Such rules and
regulations may be communicated to students in publications and posted notices including,
but not limited to, the Student Handbook, College Catalog, housing contracts, and other
official publications. Notwithstanding the above, the Code of Conduct does not cover
violations of academic policies. Violations of academic policies will be addressed by the Vice
President for Academic Affairs. In the event that conduct may violate both the Code of
Conduct and academic policies, the Dean of Students and the Vice President for Academic
Affairs will determine how the student’s conduct should be addressed. The President
will be the final arbiter of any determination made by the Dean of Students and Vice
President for Academic Affairs.
Violations
Alcohol and Drug
 Presence, possession, or consumption of alcohol by a minor.
 Incapacitation or intoxication by the influence of alcohol or another drug or
substance; behavior that contributes to the intoxication or incapacitation of
another student.
 Provision, purchase, and/or transportation of alcohol for minors.
 Unauthorized distribution or purchase of alcohol.
 For students over twenty-one years of age, exceeding the legal limit for
possession of alcohol on campus or exceeding the legal limit for consumption
of alcohol at off- campus College-sponsored events.
 Possession of drinking paraphernalia and/or possession of or participation in
drinking games.
 Possession of a keg or beer ball, empty or full, tapped or untapped.
 Possession of an excessive amount of alcohol.
 Possessing or consuming alcoholic beverages in public areas of residence halls.
 Possession or consumption of alcoholic beverages at on-campus, Collegesanctioned events.
 Bringing alcohol to off-campus College-sponsored events.
 Possession or consumption of grain alcohol and other “fortified” wines.
 Carrying open containers of alcohol in public on campus.
 Public intoxication.
 Presence, possession, manufacture or any non-medical use of marijuana.
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Presence, possession, or use of any illegal drug or drug paraphernalia;
presence, possession, or nonmedical use of any narcotic or hallucinogenic.
Drug sale or distribution of illegal or non-prescribed drugs or drug paraphernalia
Fire and Safety
 Failure to evacuate any building in the event of a fire or other emergency alarm.
 Disabling, removing or otherwise tampering with exit signs or emergency
lighting.
 Illegal or unauthorized possession of firearms, explosives, fireworks, other
weapons, or dangerous chemicals or combustibles.
 Use of any such item, even if legally possessed, in a matter that harms,
threatens or causes fear to others.
 Possession of counterfeit, replica, or blank-firing firearms or realisticlooking toy firearms, knives, or swords.
 Possession of pellet, paint, and bb guns.
 Possession of any prohibited item as listed under Residence Life – Prohibited
Items in the Residence Halls.
 Smoking in any College building, including residence halls.
 Disabling, misusing, removing or tampering with fire alarm systems and
other building safety equipment. Tampering with or discharge of fire
extinguishers. Activating a false fire alarm.
 Tampering with or damage to smoke detectors, sprinklers, or stand pipes.
Causing a fire or flood.
 Making or contributing to a bomb threat.
Dishonesty, Forgery, or Theft
 Removing food or other items from the dining facilities without authorization.
 Possessing, providing, producing and/or utilizing false identification material.
Accepting payment for such material.
 Forgery or alteration of the student identification card, or any such document
issued by the College.
 Dishonesty in connection with any College activity including cheating,
forgery, plagiarism, or knowingly furnishing false information to a College
official.
 Theft of property or services; knowing of possession of stolen property
without notification of proper authorities.
 Theft of College and/or personal property.
Room Entry and Searches
For information about room entry and searches please see page 6 of the Student Handbook
under the Residence Life section.
Additional Proscribed Conduct
Expression of any form which is degrading, demeaning, abusive, or harassing toward
others, particularly on the basis of race, color, cultural background, handicap, age, sexual
orientation, or political or religious beliefs. This covers all forms of communication,
including verbal, written, and electronic media, and all forms of interaction, including
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physical and verbal.
 Intentional disruption or obstruction of teaching, research,
administration, disciplinary proceedings, or other College activities.
 Behavior or activity that threatens or endangers the health or safety of
oneself or others, whether or not such activity occurs on College property.
 Disruptive or disorderly conduct.
 Verbal abuse, and/or willful damage to the reputation or psychological wellbeing of any person.
 Conduct unbecoming of a Wheelock student, whether on or off the campus
grounds.
 Damage or vandalism to College or personal property.
 Use of electronic devices to violate the privacy of the College community or
its members.
 Failure to comply with the directives and sanctions of College officials
acting in performance of their duties.
 Disrespect of a College official.
 Fighting, even when said fighting is mutually instigated.
 Violent behavior, whether physical, verbal, or threatened, directed toward
property or persons.
Other Violations
 Violation of the Visitors and Sign-In Policy.
 Gambling as defined by Massachusetts General Laws.
 Unauthorized possession or distribution of any mode of entrance to any
College facility.
 Unauthorized presence in or forcible entry into a College facility or Collegerelated premises, including, but not limited to, College building roofs or fire
escapes.
 Disposal of trash or refuse anywhere on the campus except in designated
trash receptacles.
 Violations of the College Honor Code.
 Violations of the Climate of Respect.
 Violations of a “No Contact Order”
 Violation of any Trespass or Ban Order from any part of campus.
Sanctions and Disciplinary Actions
Considerations in Imposing Sanctions
Discipline or sanctions, up to and including expulsion, may be taken in response to a Code of
Conduct violation by a student. In determining appropriate discipline or sanctions, factors
evaluated include, without limitation, the nature and severity of the violation, the degree
to which the student has participated or been involved in the violation, his or her motive
and intent in connection with the violation, and any record of past violations. These and
other relevant factors of the specific situation will be considered.
Sanctions or Disciplinary Alternatives
The following examples of sanctions or disciplinary actions may be imposed separately or in
combination. This list of sanctions or disciplinary actions is not exhaustive. The College
10
reserves the right to impose sanctions or disciplinary actions not listed below.
 No Action
 Official reprimand
 Mediation
 Parental Notification
 Disciplinary Notice
 Revocation of Privileges
 Counseling
 Educational Mandate
 Community Service
 Confiscation
 Restitution
 Probation (or any form thereof)
 Behavioral contract
 No contact order
 Campus ban
 Suspension
 Expulsion
Judicial Information
The following process will be followed to consider reports regarding alleged violations of
the Code of Conduct. The goal of this process is to investigate the facts and circumstances of
a report and, if appropriate, to impose sanctions or discipline warranted by those facts and
circumstances. The Dean of Students and/or his or her designee will be responsible for
enforcing the Code of Conduct. They will resolve any questions regarding the interpretation
or application of the Code of Conduct. The determination of the Dean of Students and/or his
or her designee concerning the interpretation or application of the Code of Conduct will be
final.
Report
Any member of the College community may file an incident report against any Wheelock
student by submitting in writing to the Office of Student Life the following information:
 The name(s) of the student(s) who is (are) the subject of the incident report.
 A clear explanation of the nature of the incident.
 The contact information of those filing the complaint.
 The contact information of witness(es).
Dean of Students Preliminary Review
When an incident is reported, the Dean of Students and/or his or her designee will
investigate the facts and circumstances surrounding the incident. Following this
investigation, he or she may elect to:
(a) dismiss the matter;
(b) mediate the incident;
(c) mandate an appropriate sanction; or,
(d) refer the incident to the Conduct Board.
Prior to dismissing a matter, the Dean of Students and/or his or her designee may consult
with other college officials if, in their judgment, such consultation is warranted.
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In the case of what is determined to be a major violation, and depending on the severity of
the offense and the student’s record of previous violations, students may be offered the
choice to have conduct violations considered and adjudicated in an administrative hearing
or before the Conduct Board. In the case of what is determined to be a minor violation, the
incident will be adjudicated by an administrative hearing and not referred to the Conduct
Board. Any students that are referred to an administrative hearing will be responsible to
schedule a meeting with the Dean of Students and/or his or her designee within three (3)
business days of notification. Students who do not schedule this meeting forfeit their right
to an appeal. The decision to refer any matter to an administrative hearing or the Conduct
Board will be determined at the discretion of the Dean of Students and/or his or her
designee.
Notification of Results of Review
After the preliminary review, the student(s) who are the subject(s) of the incident report
will be notified of the outcome by the Office of Student Life in a timely fashion.
Provisions for Immediate Suspension
When a student is considered to be a threat to another person (including himself or herself),
property, or the orderly functioning of the College, the student may be suspended
immediately by the Dean of Students or his or her designee, at his or her sole discretion,
from a residence hall, the College, or both, without a hearing. This suspension will remain
in effect until the Dean of Students or his or her designee determines that the threat no
longer exists. The Dean of Students and/or his or her designee, at his or her sole discretion,
may also impose sanctions or discipline short of suspension to address the particular
situation.
Conduct Board
The role of the Conduct Board is to make specific findings as to whether the Code of Conduct
has been violated and to recommend appropriate disciplinary sanctions. The Conduct
Board exists to promote responsible and accountable behavior among students. The
Conduct Board is a panel of students, faculty, and staff who come together to determine the
facts surrounding a charge that a student has violated policy and arrive at a fair and
informed resolution of the charge. In cases in which Code of Conduct violations have been
found, the Board may, subject to the review and appeal process, recommend to the Dean of
Students or his or her designee the imposition of sanctions or disciplinary actions. The
Dean of Students and/or his or her designee will be responsible for enforcing or
implementing those sanctions or disciplinary actions.
Membership
The Board will be comprised of Wheelock staff, faculty, and students appointed by the Dean
of Students’ Office. A quorum of seven board members is required to hear each case, three of
whom must be students. The Assistant Dean of Students or the Director of Residence Life
will serve as the Conduct Board Chair at each scheduled meeting. All issues, findings, or
sanctions in a case will be decided by majority vote. The Chairperson will facilitate all
hearings and he or she will only vote in the event of a tie vote of the other board members.
Board members may serve on the Conduct Board for a term of three years.
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Notification of Hearing
If a Conduct Board hearing is to be held, the student who is the subject of the hearing will be
provided with detailed additional information about the hearing process in a meeting with
the appropriate Office of Student Life staff member.
Challenging a Board Member
If the student who is the subject of the Conduct Board hearing believes that one or more
members of the Board has a conflict of interest, he or she shall notify the Dean of
Students immediately. The determination of the Dean of Students regarding whether
any conflict of interest exists will be final.
Advisors
The student who is subject of the Conduct Board hearing may select one person who is a
student, faculty, or staff member of the Wheelock College community to advise him or her
through the hearing process. This advisor may not be a private attorney representing the
student who is the subject of the Conduct Board hearing.
The advisor may:
 advise the student in the preparation and presentation before the hearing;
 accompany the student to the hearing;
 advise the student at reasonable intervals during the hearing, at the sole discretion
of the Chair of the Board.
The advisor may not address the Board directly nor may the advisor question any
witness. The student must inform the Dean of Students of the name of his or her advisor
prior to the Board hearing.
Board Recommendations
At the conclusion of the hearing, the Board will decide by majority vote whether it believes
that it is more likely than not that a violation of the Code of Conduct has occurred.
If the Board decides that a violation has occurred, the Board will, by majority vote
recommend specific sanctions or disciplinary actions to the Dean of Students.
Notification of the Board Recommendation
The Dean of Students and/or his or her designee will meet with the student who is the
subject of the hearing to discuss the Board recommendation as soon as possible after the
Board makes its recommendation. The meeting will be followed by a letter that confirms the
Board recommendation and outlines the appeal procedures available to the student
Appeal Process
Appeals of conduct board recommendations or administrative hearings are heard only
if the student can clearly demonstrate that procedures described in the Student
Handbook have not been followed and/or if the student introduces substantive new
evidence. Any such request should be made in writing to the Dean of Students within
three business days of receiving notice of the Board recommendation. The Dean of
Students and/or his or her designee will review the request and determine whether an
appeal is granted and/or a new hearing held. The Dean of Students reserves the right to
review sanctions and, if deemed appropriate, modify sanctions. In the event the
sanctions are modified as a result of this review, additional hearings may be called. The
College reserves the right to suspend housing privileges while an appeal is being
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reviewed.
Record Keeping
All sanctions or disciplinary actions are recorded and maintained by the Office of Student
Life. Dismissal from the College and suspension from the College are the only sanctions that
will be noted on a student’s permanent record. The Dean of Students and/or his or her
designee will determine the appropriate method for recording the information presented at
a Board hearing.
Confidentiality
The College respects the rights of individual members of the Wheelock community.
Therefore, every effort will be made to protect the confidentiality of the Student Conduct
Board process. Content in the aforementioned section comes from the Wheelock College
Student Handbook, found online at http://www.wheelock.edu/student-life/studenthandbook.
ATTENDANCE
Regular class attendance is expected of all students. Instructors of individual courses are
expected to set forth clear expectations and consequences with regard to attendance. A
student who, in the opinion of the instructor, has been absent from a course to an excessive
degree and without any excuse may receive an academic warning. A student who has
received a warning and continues to be absent may receive a failing grade in the course. For
more information, please refer to the College Catalog and Wheelock College Student
Handbook.
CAMPUS COMPUTING POLICY
Email is an official method of communicating at Wheelock College. The Office of Information
Technology creates and issues a Wheelock email account to each student upon enrollment.
Each student is notified, in writing, of his/her email address and receives instructions for
accessing his/her email account. The Wheelock College Student Email Policy requires
students to activate and utilize their Wheelock email accounts. The Policy was developed to
set standards for communications between the College and its students, to ensure that all
students have access to pertinent College information, and to ensure that administration,
faculty, and staff of the College have a standardized method and a timely process for
communications with students.
Use of any electronic communication, including but not limited to the network, electronic
mail, or social networking sites (i.e., Facebook or Twitter) for transmitting anonymous,
rude, abusive, harassing or malicious messages is unethical and will result in disciplinary
action.
Communications sent to students’ Wheelock College email address may include notification
of campus events, course selections and registration, and deadlines regarding financial aid
and tuition bills. Although students may maintain separate email accounts, students are
held accountable for information disseminated to their Wheelock College email addresses
and are expected to check their Wheelock email regularly for College communications.
Students who choose to have their Wheelock College email address forwarded to an
alternate email address are also accountable for information communicated by the College
via email. It is the student’s responsibility to read College email communications on a
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regular basis and to take action in a timely manner, whenever appropriate.
Questions regarding activation and usage of email accounts or this Policy should be directed
to the Office of Information Technology at [email protected] or (617) 879-2309.
ADDITIONAL POLICIES
Information about the following academic policies may be found in the Wheelock College
Student Handbook and at http://www.wheelock.edu/student-life/studenthandbook/academic-policies.
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Undergraduate and Graduate Grading Policies
Wheelock College Literacy and Communication Policy (Undergraduate)
Academic Warning, Probation, and Dismissal
Minimum Academic Requirements for Students Receiving Financial Aid
Academic Appeals
Non-Matriculated Student Policy (Graduate)
Length of Time in Program (Graduate)
Withdrawal from the College
Readmission to the College
Academic Boards
Academic Records
Graduation Participation
SUPPORT SERVICES FOR STUDENTS
COMPASS
What is COMPASS?
Community Partnership for Student Success
COMPASS is a comprehensive approach to student success designed to respond effectively
to the needs of students by connecting them to the appropriate supports in the Wheelock
community.
What is a COMPASS Referral?
The COMPASS referral is an important tool that creates opportunities for you to discuss your
progress and utilize appropriate resources such as faculty, academic advisors, academic
support, Student Life, Athletics, and the Counseling Center. This referral provides an
opportunity for instructors and staff members to alert students, advisors, and the Student
Success Office to concerns they have about students.
What are my next steps?
Read the COMPASS referral carefully
Contact your instructor immediately to discuss her/his concerns
Visit the ‘Academic Supports’ tab on MyWheelock for information about available academic
support resources
Mid-semester Evaluation
This evaluation system provides faculty teaching undergraduate students the opportunity to
report the progress of each student in their class at mid-semester (applies to full semester
classes only). Each faculty member will use the grading system to enter a “grade” of
“satisfactory” or “unsatisfactory” at the mid-term to indicate a student’s progress in meeting
the goals and objectives of the class. The mid semester evaluation will also have a link to the
MyCompass referral form if faculty wish to provide more detailed information or refer the
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student for support services. Students and their Academic Advisors will be able to access the
mid semester reports using the portal.
Questions?
Contact [email protected]
Students with Disabilities and Disability Support (617)879-2304
Wheelock College complies with the Americans with Disabilities Act of 1990 and with
Section 504 of the Rehabilitation Act of 1973, which ensures that qualified individuals, as
defined by the law, will have equal access to and opportunity to participate in all programs
of the College.
For a detailed explanation of the Wheelock College non-discrimination policy as it relates to
students with disabilities, please refer to the College Course Catalog or the Student
Handbook.
Students requiring disability services are encouraged to contact the Coordinator of
Disability Services in the Office of Academic Advising Assistance (OAAA). The Coordinator
will assist students in developing an appropriate plan of support and in learning to
articulate their needs, become their own advocates, and use campus resources effectively.
Auxiliary aids and services including modifications in examinations, course materials in
alternative formats, readers, taped textbooks, note-taking assistance, sign language
interpreters and tutoring may be provided. Students who require additional testing and
those whose learning challenges have not been diagnosed are informed of the public and
private network of diagnostic and counseling professionals within Massachusetts. Refer to:
http://www.wheelock.edu/academics/academic-support-services/disability-services
The Writing Program (617) 879-2122
The Wheelock College Writing Program consists of courses, support services, and literacy
testing, all designed to assist Wheelock students with the writing they will be doing while
at Wheelock and to prepare them for the writing they will be doing in both their careers
and their roles as advocates for children and families. Refer to:
http://www.wheelock.edu/academics/academic-support-services/writing-program
The Counseling Center (617) 879-2413
The Wheelock College Counseling Center is staffed by professionally trained counselors
who are available to discuss personal and academic issues with students. Typical issues
include personal problems, family problems, and problems in relationships, sexuality,
anxiety/depression, alcohol abuse, and academic difficulties. In addition to providing
individual counseling, the Center organizes a variety of groups which focus on specific
issues, such as adult children of alcoholics, students with divorced parents, and a support
group for graduating seniors. It also provides students with information concerning off
campus counseling and treatment resources.
The Center for Career Development (617) 879-2257
The Center for Career Development provides numerous services to assist students and
alumni at all stages of the career planning process. Included are career counseling and on
campus recruiting. The Center also has maintains a web site
http://www.wheelock.edu/ccd/index.asp which provides detailed information about
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services and resources, guidelines for resume writing and interviewing, and helpful
internet links.
The Earl Center for Learning & Innovation (617) 879-2143
The Earl Center houses a workspace and a lending library for creative, hands-on materials
used in working with children and families and provides individual instruction and
workshops in the design and implementation of relevant activities.
Refer to: http://www.wheelock.edu/library/earl-center
INSTITUTIONAL REVIEW BOARD
From time to time, students are requested by researchers of the College and other
institutions to take part in human experimentation projects. These projects may provide
useful information on behavioral, social, and psychological reactions. The College has
created an Institutional Review Board (IRB) to oversee research that involves human
subjects. Students participating in research that involve human subjects are required to
obtain approval of the IRB prior to beginning any such research. Students should consult
with the faculty member or administrator supervising their research and/or the College’s
IRB Administrator to determine research reporting requirements and whether IRB approval
is necessary. A copy of the IRB Procedures is available from the IRB Administrator and on
the College website located here: http://www.wheelock.edu/academics/faculty-andadministration/institutional-review-board.
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II.
INTRODUCTION TO THE SOCIAL WORK PROFession
Social work is the profession dedicated to helping individuals, families, groups,
organizations, and communities throughout the world. Its basic tenets are best conveyed in
the preamble of The Code of Ethics of the National Association of Social Workers (NASW)
(approved 1996, revised 1998, http://www.naswdc.org/pubs/code/code.asp).
Preamble to The NASW Code of Ethics
The primary mission of the social work profession is to enhance human well-being and help
meet the basic human needs of all people, with particular attention to the needs and
empowerment of people who are vulnerable, oppressed, and living in poverty. A historic
and defining feature of social work is the profession’s focus on individual well-being in a
social context and the well-being of society. Fundamental to social work is attention to the
environmental forces that create, contribute to, and address problems in living. Social
workers promote social justice and social change with and on behalf of clients. “Clients” is
used inclusively to refer to individuals, families, groups, organizations, and communities.
Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination,
oppression, poverty, and other forms of social injustice. These activities may be in the form
of direct practice, community organizing, supervision, consultation administration,
advocacy, social and political action, policy development and implementation, education,
and research and evaluation. Social workers seek to enhance the capacity of people to
address their own needs. Social workers also seek to promote the responsiveness of
organizations, communities, and other social institutions to individuals’ needs and social
problems. The mission of the social work profession is rooted in a set of core values. These
core values, embraced by social workers throughout the profession’s history, are the
foundation of social work’s unique purpose and perspective:






service
social justice
dignity and worth of the person
importance of human relationships
integrity
competence
This constellation of core values reflects what is unique to the social work profession. Core
values, and the principles that flow from them, must be balanced within the context and
complexity of the human experience.
Three documents that embody the values and mission of the profession of social work are
included here:
1.
2.
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The NASW Code of Ethics (Purpose, Ethical Principles, and Standards) delineates
the values and ethics of the profession;
The Universal Declaration of Human Rights articulates the principles of human
rights and social/economic justice which the profession promotes; and
3.
The Educational Policy and Accreditation Standards of the Council on Social Work
Education provides the academic framework which underlies social work
education and training.
THE CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS (NASW)
Purpose of the NASW Code of Ethics:
Professional ethics are at the core of social work. The profession has an obligation to
articulate its basic values, ethical principles, and ethical standards. The NASW Code of
Ethics sets forth these values, principles, and standards to guide social workers’ conduct.
The Code is relevant to all social workers and social work students, regardless of their
professional functions, the settings in which they work, or the populations they serve.
The NASW Code of Ethics serves six purposes:
1. The Code identifies core values on which social work’s mission is based.
2. The Code summarizes broad ethical principles that reflect the profession’s core values
and establishes a set of specific ethical standards that should be used to guide social
work practice.
3. The Code is designed to help social workers identify relevant considerations
when professional obligations conflict or ethical uncertainties arise.
4. The Code provides ethical standards to which the general public can hold the social
work profession accountable.
5. The Code socializes practitioners new to the field to social work’s mission, values,
ethical principles, and ethical standards.
6. The Code articulates standards that the social work profession itself can use to assess
whether social workers have engaged in unethical conduct. NASW has formal procedures
to adjudicate ethics complaints filed against its members. In subscribing to this Code, social
workers are required to cooperate in its implementation, participate in NASW adjudication
proceedings, and abide by any NASW disciplinary rulings or sanctions based on it.
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
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simple answers are not available to resolve complex ethical issues. Social workers
should take into consideration all the values, principles, and standards in this Code
that are relevant to any situation in which ethical judgment is warranted. Social
workers’ decisions and actions should be consistent with the spirit as well as the letter
of this Code.
In addition to this Code, there are many other sources of information about ethical
thinking that may be useful. Social workers should consider ethical theory and principles
generally, social work theory and research, laws, regulations, agency policies, and other
relevant codes of ethics, recognizing that among codes of ethics social workers should
consider the NASW Code of Ethics as their primary source. Social workers also should be
aware of the impact on ethical decision making of their clients’ and their own personal
values and cultural and religious beliefs and practices. They should be aware of any
conflicts between personal and professional values and deal with them responsibly. For
additional guidance social workers should consult the relevant literature on professional
ethics and ethical decision making and seek appropriate consultation when faced with
ethical dilemmas. This may involve consultation with an agency based or social work
organization’s ethics committee, a regulatory body, knowledgeable colleagues,
supervisors, or legal counsel.
Instances may arise when social workers’ ethical obligations conflict with agency policies
or relevant laws or regulations. When such conflicts occur, social workers must make a
responsible effort to resolve the conflict in a manner that is consistent with the values,
principles, and standards expressed in this Code. If a reasonable resolution of the conflict
does not appear possible, social workers should seek proper consultation before making a
decision.
The NASW Code of Ethics is to be used by NASW and by individuals, agencies,
organizations, and bodies (such as licensing and regulatory boards, professional liability
insurance providers, courts of law, 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.
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Ethical Principles
The following broad ethical principles are based on social work’s core values of service,
social justice, dignity and worth of the person, importance of human relationships, integrity,
and competence. These principles set forth ideals to which all social workers should aspire.
Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need and to address
social problems.
Social workers elevate service to others above self-interest. Social workers draw on their
knowledge, values, and skills to help people in need and to address social problems. Social
workers are encouraged to volunteer some portion of their professional skills with no
expectation of significant financial return (pro bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of vulnerable and
oppressed individuals and groups of people. Social workers’ social change efforts are
focused primarily on issues of poverty, unemployment, discrimination, and other forms of
social injustice. These activities seek to promote sensitivity to and knowledge about
oppression and cultural and ethnic diversity. Social workers strive to ensure access to
needed information, services, and resources; equality of opportunity; and meaningful
participation in decision making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth of the person.
Social workers treat each person in a caring and respectful fashion, mindful of individual
differences and cultural and ethnic diversity. Social workers promote clients’ socially
responsible self-determination. Social workers seek to enhance clients’ capacity and
opportunity to change and to address their own needs. Social workers are cognizant of
their dual responsibility to clients and to the broader society. They seek to resolve conflicts
between clients’ interests and the broader society’s interests in a socially responsible
manner consistent with the values, ethical principles, and ethical standards of the
profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of human
relationships. Social workers understand that relationships between and among people are
an important vehicle for change. Social workers engage people as partners in the helping
process. Social workers seek to strengthen relationships among people in a purposeful
effort to promote, restore, maintain, and enhance the well-being of individuals, families,
social groups, organizations, and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the profession’s mission, values, ethical principles,
and ethical standards and practice in a manner consistent with them. Social workers act
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honestly and responsibly and promote ethical practices on the part of the organizations
with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence and develop
and enhance their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to
apply them in practice. Social workers should aspire to contribute to the knowledge base
of the profession.
Ethical Standards
The following ethical standards are relevant to the professional activities of all social
workers. These standards concern (1) social workers’ ethical responsibilities to clients, (2)
social workers’ ethical responsibilities to colleagues, (3) social workers’ ethical
responsibilities in practice settings, (4) social workers’ ethical responsibilities as
professionals, (5) social workers’ ethical responsibilities to the social work profession, and
(6) social workers’ ethical responsibilities to the broader society.
Some of the standards that follow are enforceable guidelines for professional conduct, and
some are aspirational. The extent to which each standard is enforceable is a matter of
professional judgment to be exercised by those responsible for reviewing alleged violations
of ethical standards.
1. Social Workers’ Ethical Responsibilities to Clients
1.1 Commitment to Clients Social workers’ primary responsibility is to promote the
well- being of clients. In general, clients’ interests are primary. However, social workers’
responsibility to the larger society or specific legal obligations may on limited occasions
supersede the loyalty owed clients, and clients should be so advised. (Examples include
when a social worker is required by law to report that a client has abused a child or has
threatened to harm self or others.)
1.2 Self-Determination 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 self-determination when, in the social workers’
professional judgment, clients’ actions or potential actions pose a serious, foreseeable, and
imminent risk to themselves or others.
1.3 Informed Consent (a) Social workers should provide services to clients only in the
context of a professional relationship based, when appropriate, on valid informed consent.
Social workers should use clear and understandable language to inform clients of the
purpose of the services, risks related to the services, limits to services because of the
requirements of a third- party payer, relevant costs, reasonable alternatives, clients’ right
to refuse or withdraw consent, and the time frame covered by the consent. Social workers
should provide clients with an opportunity to ask questions.
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(b) In instances when clients are not literate or have difficulty understanding the
primary language used in the practice setting, social workers should take steps to
ensure clients’ comprehension. This may include providing clients with a detailed
verbal explanation or arranging for a qualified interpreter or translator whenever
possible.
(c) In instances when clients lack the capacity to provide informed consent, social workers
should protect clients’ interests by seeking permission from an appropriate third party,
informing clients consistent with the clients’ level of understanding. In such instances
social workers should seek to ensure that the third party acts in a manner consistent with
clients’ wishes and interests. Social workers should take reasonable steps to enhance such
clients’ ability to give informed consent.
(d) In instances when clients are receiving services involuntarily, social workers should
provide information about the nature and extent of services and about the extent of
clients’ right to refuse service.
(e) Social workers who provide services via electronic media (such as computer,
telephone, radio, and television) should inform recipients of the limitations and risks
associated with such services.
(f) Social workers should obtain clients’ informed consent before audiotaping or
videotaping clients or permitting observation of services to clients by a third party.
1.4 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.
1.5 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
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and to differences among people and cultural groups.
(c) Social workers should obtain education about and seek to understand the nature of
social diversity and oppression with respect to race, ethnicity, national origin, color,
sex, sexual orientation, gender identity or expression, age, marital status, political
belief, religion, immigration status, and mental or physical disability.
1.6 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.
1.7 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
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course of professional service, except for compelling professional reasons. The general
expectation that social workers will keep information confidential does not apply when
disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or
other identifiable person. In all instances, social workers should disclose the least amount
of confidential information necessary to achieve the desired purpose; only information
that is directly relevant to the purpose for which the disclosure is made should be
revealed.
(d) Social workers should inform clients, to the extent possible, about the disclosure of
confidential information and the potential consequences, when feasible before the
disclosure is made. This applies whether social workers disclose confidential
information on the basis of a legal requirement or client consent.
(e) Social workers should discuss with clients and other interested parties the nature of
confidentiality and limitations of clients’ right to confidentiality. Social workers should
review with clients circumstances where confidential information may be requested and
where disclosure of confidential information may be legally required. This discussion
should occur as soon as possible in the social worker-client relationship and as needed
throughout the course of the relationship.
(f) When social workers provide counseling services to families, couples, or groups, social
workers should seek agreement among the parties involved concerning each individual’s
right to confidentiality and obligation to preserve the confidentiality of information
shared by others. Social workers should inform participants in family, couples, or group
counseling that social workers cannot guarantee that all participants will honor such
agreements.
(g) Social workers should inform clients involved in family, couples, marital, or group
counseling of the social worker’s, employer’s, and agency’s policy concerning the social
worker’s disclosure of confidential information among the parties involved in the
counseling.
(h) Social workers should not disclose confidential information to third-party payers
unless clients have authorized such disclosure.
(i) Social workers should not discuss confidential information in any setting unless
privacy can be ensured. Social workers should not discuss confidential information in
public or semipublic areas such as hallways, waiting rooms, elevators, and restaurants.
(j) Social workers should protect the confidentiality of clients during legal proceedings to
the extent permitted by law. When a court of law or other legally authorized body orders
social workers to disclose confidential or privileged information without a client’s
consent and such disclosure could cause harm to the client, social workers should
request that the court withdraw the order or limit the order as narrowly as possible or
maintain the records under seal, unavailable for public inspection.
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(k) Social workers should protect the confidentiality of clients when responding to
requests from members of the media.
(l) Social workers should protect the confidentiality of clients’ written and electronic
records and other sensitive information. Social workers should take reasonable steps to
ensure that clients’ records are stored in a secure location and that clients’ records are not
available to others who are not authorized to have access.
(m) Social workers should take precautions to ensure and maintain the confidentiality of
information transmitted to other parties through the use of computers, electronic mail,
facsimile machines, telephones and telephone answering machines, and other electronic
or computer technology. Disclosure of identifying information should be avoided
whenever possible.
(n) Social workers should transfer or dispose of clients’ records in a manner that protects
clients’ confidentiality and is consistent with state statutes governing records and social
work licensure.
(o) Social workers should take reasonable precautions to protect client
confidentiality in the event of the social worker’s termination of practice,
incapacitation, or death.
(p) Social workers should not disclose identifying information when discussing
clients for teaching or training purposes unless the client has consented to
disclosure of confidential information.
(q) Social workers should not disclose identifying information when discussing clients
with consultants unless the client has consented to disclosure of confidential information
or there is a compelling need for such disclosure.
(r) Social workers should protect the confidentiality of deceased clients consistent
with the preceding standards.
1.8 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.
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1.9 Sexual Relationships (a) Social workers should under no circumstances engage in
sexual activities or sexual contact with current clients, whether such contact is
consensual or forced.
(b) Social workers should not engage in sexual activities or sexual contact with clients’
relatives or other individuals with whom clients maintain a close personal relationship
when there is a risk of exploitation or potential harm to the client. Sexual activity or sexual
contact with clients’ relatives or other individuals with whom clients maintain a personal
relationship has the potential to be harmful to the client and may make it difficult for the
social worker and client to maintain appropriate professional boundaries. Social
workers—not their clients, their clients’ relatives, or other individuals with whom the
client maintains a personal relationship—assume the full burden for setting clear,
appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former
clients because of the potential for harm to the client. If social workers engage in conduct
contrary to this prohibition or claim that an exception to this prohibition is warranted
because of extraordinary circumstances, it is social workers—not their clients—who
assume the full burden of demonstrating that the former client has not been exploited,
coerced, or manipulated, intentionally or unintentionally.
(d) Social workers should not provide clinical services to individuals with whom they have
had a prior sexual relationship. Providing clinical services to a former sexual partner has
the potential to be harmful to the individual and is likely to make it difficult for the social
worker and individual to maintain appropriate professional boundaries.
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
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professional services. Bartering arrangements, particularly involving services, create the
potential for conflicts of interest, exploitation, and inappropriate boundaries in social
workers’ relationships with clients. Social workers should explore and may participate in
bartering only in very limited circumstances when it can be demonstrated that such
arrangements are an accepted practice among professionals in the local community,
considered to be essential for the provision of services, negotiated without coercion, and
entered into at the client’s initiative and with the client’s informed consent. Social workers
who accept goods or services from clients as payment for professional services assume the
full burden of demonstrating that this arrangement will not be detrimental to the client or
the professional relationship.
(c) Social workers should not solicit a private fee or other remuneration for providing
services to clients who are entitled to such available services through the social workers’
employer or agency.
1.14 Clients Who Lack Decision- Making Capacity When social workers act on behalf
of clients who lack the capacity to make informed decisions, social workers should take
reasonable steps to safeguard the interests and rights of those clients.
1.15 Interruption of Services Social workers should make reasonable efforts to ensure
continuity of services in the event that services are interrupted by factors such as
unavailability, relocation, illness, disability, or death.
1.16 Termination of Services (a) Social workers should terminate services to clients
and professional relationships with them when such services and relationships are no
longer required or no longer serve the clients’ needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are still
in need of services. Social workers should withdraw services precipitously only under
unusual circumstances, giving careful consideration to all factors in the situation and
taking care to minimize possible adverse effects. Social workers should assist in making
appropriate arrangements for continuation of services when necessary.
(c) Social workers in fee-for-service settings may terminate services to clients who are not
paying an overdue balance if the financial contractual arrangements have been made clear
to the client, if the client does not pose an imminent danger to self or others, and if the
clinical and other consequences of the current nonpayment have been addressed and
discussed with the client.
(d) Social workers should not terminate services to pursue a social, financial, or
sexual relationship with a client.
(e) Social workers who anticipate the termination or interruption of services to clients
should notify clients promptly and seek the transfer, referral, or continuation of
services in relation to the clients’ needs and preferences.
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(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
2.1 Respect (a) Social workers should treat colleagues with respect and should
represent accurately and fairly the qualifications, views, and obligations of
colleagues.
(b) Social workers should avoid unwarranted negative criticism of colleagues in
communications with clients or with other professionals. Unwarranted negative criticism
may include demeaning comments that refer to colleagues’ level of competence or to
individuals’ attributes such as race, ethnicity, national origin, color, sex, sexual orientation,
gender identity or expression, age, marital status, political belief, religion, immigration
status, and mental or physical disability.
(c) Social workers should cooperate with social work colleagues and with colleagues of
other professions when such cooperation serves the well-being of clients.
2.2 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.
2.3 Interdisciplinary Collaboration (a) Social workers who are members of an
interdisciplinary team should participate in and contribute to decisions that affect the
well-being of clients by drawing on the perspectives, values, and experiences of the social
work profession. Professional and ethical obligations of the interdisciplinary team as a
whole and of its individual members should be clearly established.
(b) Social workers for whom a team decision raises ethical concerns should attempt to
resolve the disagreement through appropriate channels. If the disagreement cannot be
resolved, social workers should pursue other avenues to address their concerns consistent
with client well-being.
2.4 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.
2.5 Consultation (a) Social workers should seek the advice and counsel of
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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.
2.6 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.
2.7 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.
2.8 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.
2.9 Impairment of Colleagues (a) Social workers who have direct knowledge of a social
work colleague’s impairment that is due to personal problems, psychosocial distress,
substance abuse, or mental health difficulties and that interferes with practice
effectiveness should consult with that colleague when feasible and assist the colleague in
taking remedial action.
(b) Social workers who believe that a social work colleague’s impairment interferes with
practice effectiveness and that the colleague has not taken adequate steps to address the
impairment should take action through appropriate channels established by employers,
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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
3.1 Supervision and Consultation (a) Social workers who provide supervision or
consultation should have the necessary knowledge and skill to supervise or consult
appropriately and should do so only within their areas of knowledge and competence.
(b) Social workers who provide supervision or consultation are responsible for setting
clear, appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in any dual or multiple relationships with
supervisees in which there is a risk of exploitation of or potential harm to the
supervisee.
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(d) Social workers who provide supervision should evaluate supervisees’
performance in a manner that is fair and respectful.
3.2 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.
3.3 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.
3.4 Client Records (a) Social workers should take reasonable steps to
ensure that documentation in records is accurate and reflects the services
provided.
(b) Social workers should include sufficient and timely documentation in records to
facilitate the delivery of services and to ensure continuity of services provided to clients in
the future.
(c) Social workers’ documentation should protect clients’ privacy to the extent that is
possible and appropriate and should include only information that is directly relevant
to the delivery of services.
(d) Social workers should store records following the termination of services to ensure
reasonable future access. Records should be maintained for the number of years required
by state statutes or relevant contracts.
3.5 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.
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3.6 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.
3.7 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.
3.8 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 which they are responsible. Continuing education
and staff development should address current knowledge and emerging developments
related to social work practice and ethics.
3.9 Commitments to Employers (a) Social workers generally should adhere to
commitments made to employers and employing organizations.
(b) Social workers should work to improve employing agencies’ policies and procedures
and the efficiency and effectiveness of their services.
(c) Social workers should take reasonable steps to ensure that employers are aware of
social workers’ ethical obligations as set forth in the NASW Code of Ethics and of the
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implications of those obligations for social work practice.
(d) Social workers should not allow an employing organization’s policies, procedures,
regulations, or administrative orders to interfere with their ethical practice of social
work. Social workers should take reasonable steps to ensure that their employing
organizations’ practices are consistent with the NASW Code of Ethics.
(e) Social workers should act to prevent and eliminate discrimination in the
employing organization’s work assignments and in its employment policies and
practices.
(f) Social workers should accept employment or arrange student field placements
only in organizations that exercise fair personnel practices.
(g) Social workers should be diligent stewards of the resources of their employing
organizations, wisely conserving funds where appropriate and never misappropriating
funds or using them for unintended purposes.
3.10 Labor Management Disputes (a) Social workers may engage in organized
action, including the formation of and participation in labor unions, to improve services
to clients and working conditions.
(b) The actions of social workers who are involved in labor management disputes, job
actions, or labor strikes should be guided by the profession’s values, ethical principles, and
ethical standards. Reasonable differences of opinion exist among social workers
concerning their primary obligation as professionals during an actual or threatened labor
strike or job action. Social workers should carefully examine relevant issues and their
possible impact on clients before deciding on a course of action.
4. Social Workers’ Ethical Responsibilities as Professionals
4.1 Competence (a) Social workers should accept responsibility or employment only
on the basis of existing competence or the intention to acquire the necessary
competence.
(b) Social workers should strive to become and remain proficient in professional practice
and the performance of professional functions. Social workers should critically examine
and keep current with emerging knowledge relevant to social work. Social workers should
routinely review the professional literature and participate in continuing education
relevant to social work practice and social work ethics.
(c) Social workers should base practice on recognized knowledge, including empirically
based knowledge, relevant to social work and social work ethics.
4.2 Discrimination Social workers should not practice, condone, facilitate, or
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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.
4.3 Private Conduct Social workers should not permit their private conduct to
interfere with their ability to fulfill their professional responsibilities.
4.4 Dishonesty, Fraud, and Deception Social workers should not participate in,
condone, or be associated with dishonesty, fraud, or deception.
4.5 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.
4.6 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.
4.7 Solicitations (a) Social workers should not engage in uninvited solicitation of
potential clients who, because of their circumstances, are vulnerable to undue influence,
manipulation, or coercion.
(b) Social workers should not engage in solicitation of testimonial endorsements
(including solicitation of consent to use a client’s prior statement as a testimonial
endorsement) from current clients or from other people who, because of their particular
circumstances, are vulnerable to undue influence.
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4.8 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
5.1 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.
5.2 Evaluation and Research (a) Social workers should monitor and evaluate
policies, the implementation of programs, and practice interventions.
(b) Social workers should promote and facilitate evaluation and research to contribute
to the development of knowledge.
(c) Social workers should critically examine and keep current with emerging knowledge
relevant to social work and fully use evaluation and research evidence in their professional
practice.
(d) Social workers engaged in evaluation or research should carefully consider
possible consequences and should follow guidelines developed for the protection of
evaluation and research participants. Appropriate institutional review boards
should be consulted.
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(e) Social workers engaged in evaluation or research should obtain voluntary and written
informed consent from participants, when appropriate, without any implied or actual
deprivation or penalty for refusal to participate; without undue inducement to participate;
and with due regard for participants’ well-being, privacy, and dignity. Informed consent
should include information about the nature, extent, and duration of the participation
requested and disclosure of the risks and benefits of participation in the research.
(f) When evaluation or research participants are incapable of giving informed consent,
social workers should provide an appropriate explanation to the participants, obtain
the participants’ assent to the extent they are able, and obtain written consent from an
appropriate proxy.
(g) Social workers should never design or conduct evaluation or research that does not
use consent procedures, such as certain forms of naturalistic observation and archival
research, unless rigorous and responsible review of the research has found it to be
justified because of its prospective scientific, educational, or applied value and unless
equally effective alternative procedures that do not involve waiver of consent are not
feasible.
(h) Social workers should inform participants of their right to withdraw from
evaluation and research at any time without penalty.
(i) Social workers should take appropriate steps to ensure that participants in
evaluation and research have access to appropriate supportive services.
(j) Social workers engaged in evaluation or research should protect
participants from unwarranted physical or mental distress, harm, danger, or
deprivation.
(k) Social workers engaged in the evaluation of services should discuss collected
information only for professional purposes and only with people professionally
concerned with this information.
(l) Social workers engaged in evaluation or research should ensure the anonymity or
confidentiality of participants and of the data obtained from them. Social workers should
inform participants of any limits of confidentiality, the measures that will be taken to
ensure confidentiality, and when any records containing research data will be destroyed.
(m) Social workers who report evaluation and research results should protect
participants’ confidentiality by omitting identifying information unless proper
consent has been obtained authorizing disclosure.
(n) Social workers should report evaluation and research findings accurately. They
should not fabricate or falsify results and should take steps to correct any errors later
found in published data using standard publication methods.
37
(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
6.1 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.
6.2 Public Participation Social workers should facilitate informed participation by the
public in shaping social policies and institutions.
6.3 Public Emergencies Social workers should provide appropriate professional
services in public emergencies to the greatest extent possible.
6.4 Social and Political Action (a) Social workers should engage in social and political
action that seeks to ensure that all people have equal access to the resources, employment,
services, and opportunities they require to meet their basic human needs and to develop
fully. Social workers should be aware of the impact of the political arena on practice and
should advocate for changes in policy and legislation to improve social conditions in order
to meet basic human needs and promote social justice.
(b) Social workers should act to expand choice and opportunity for all people, with
special regard for vulnerable, disadvantaged, oppressed, and exploited people and
groups.
(c) Social workers should promote conditions that encourage respect for cultural and
social diversity within the United States and globally. Social workers should promote
policies and practices that demonstrate respect for difference, support the expansion of
cultural knowledge and resources, advocate for programs and institutions that
demonstrate cultural competence, and promote policies that safeguard the rights of and
confirm equity and social justice for all people.
(d) Social workers should act to prevent and eliminate domination of, exploitation of, and
discrimination against any person, group, or class on the basis of race, ethnicity, national
origin, color, sex, sexual orientation, gender identity or expression, age, marital status,
political belief, religion, immigration status, or mental or physical disability.
38
THE UNIVERSAL DECLARATION OF HUMAN RIGHTS
Adopted on December 10, 1948
by the General Assembly of the United Nations (without dissent)
PREAMBLE:
Whereas recognition of the inherent dignity and of the equal and inalienable rights of
all members of the human family is the foundation of freedom, justice and peace in
the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which
have outraged the conscience of mankind, and the advent of a world in which human
beings shall enjoy freedom of speech and belief and freedom from fear and want has been
proclaimed as the highest aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to
rebellion against tyranny and oppression, that human rights should be protected by the
rule of law,
Whereas it is essential to promote the development of friendly relations between nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in
fundamental human rights, in the dignity and worth of the human person and in the equal
rights of men and women and have determined to promote social progress and better
standards of life in larger freedom,
Whereas Member States have pledged themselves to achieve, in cooperation with the United
Nations, the promotion of universal respect for and observance of human rights and
fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the greatest
importance for the full realization of this pledge, as a common standard of achievement for
all peoples and all nations, to the end that every individual and every organ of society,
keeping this Declaration constantly in mind, shall strive by teaching and education to
promote respect for these rights and freedoms and by progressive measures, national and
international, to secure their universal and effective recognition and observance, both
among the peoples of Member States themselves and among the peoples of territories
under their jurisdiction.
Now, therefore,
The General Assembly
proclaims
This Universal Declaration of Human Rights
Article I
All human beings are born free and equal in dignity and rights. They are endowed with
reason and conscience and should act towards one another in a spirit of brotherhood.
39
Article 2
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without
distinction of any kind, such as race, colour, sex, language, religion, political or other
opinion, national or social origin, property, birth or other status.
Furthermore, no distinction shall be made on the basis of the political,
jurisdictional or international status of the country or territory to which a
person belongs, whether it be independent, trust, non-self-governing or under
any other limitation of sovereignty.
Article 3
Everyone has the right to life, liberty and security of person.
Article 4
No one shall be held in slavery or servitude; slavery and the slave trade shall be
prohibited in all their forms.
Article 5
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or
punishment.
Article 6
Everyone has the right to recognition everywhere as a person before the law.
Article 7
All are equal before the law and are entitled without any discrimination to equal
protection of the law. All are entitled to equal protection against any discrimination in
violation of this Declaration and against any incitement to such discrimination.
Article 8
Everyone has the right to an effective remedy by the competent national tribunals for acts
violating the fundamental rights granted him by the constitution or by law.
Article 9
No one shall be subjected to arbitrary arrest, detention or exile.
40
Article10
Everyone is entitled in full equality to a fair and public hearing by an independent and
impartial tribunal, in the determination of his rights and obligations and of any criminal
charge against him.
Article 11
(1) Everyone charged with a penal offence has the right to be presumed innocent until
proved guilty according to law in a public trial at which he has had all the guarantees
necessary for his defense.
(2) No one shall be held guilty of any penal offence on account of any act or omission which
did not constitute a penal offence, under national or international law, at the time when it
was committed. Nor shall a heavier penalty be imposed than the one that was applicable at
the time the penal offence was committed.
Article 12
No one shall be subjected to arbitrary interference with his privacy, family, home or
correspondence, nor to attacks upon his honour and reputation. Everyone has the
right to the protection of the law against such interference or attacks.
Article 13
(1) Everyone has the right to freedom of movement and residence within the borders
of each State.
(2) Everyone has the right to leave any country, including his own, and to return to his
country.
Article 14
(1) Everyone has the right to seek and to enjoy in other countries asylum from persecution.
(2) This right may not be invoked in the case of prosecutions genuinely arising from
non- political crimes or from acts contrary to the purposes and principles of the
United Nations.
Article 15
(1) Everyone has the right to a nationality.
(2) No one shall be arbitrarily deprived of his nationality nor denied the right to
change his nationality.
41
Article 16
(1) Men and women of full age, without any limitation due to race, nationality or religion,
have the right to marry and to found a family. They are entitled to equal rights as to
marriage, during marriage and at its dissolution.
(2) Marriage shall be entered into only with the free and full consent of the intending
spouses.
(3) The family is the natural and fundamental group unit of society and is entitled to
protection by society and the State.
Article 17
(1) Everyone has the right to own property alone as well as in association with others.
(2) No one shall be arbitrarily deprived of his property.
Article 18
Everyone has the right to freedom of thought, conscience and religion; this right includes
freedom to change his religion or belief, and freedom, either alone or in community with
others and in public or private, to manifest his religion or belief in teaching, practice,
worship and observance.
Article 19
Everyone has the right to freedom of opinion and expression; this right includes freedom
to hold opinions without interference and to seek, receive and impart information and
ideas through any media and regardless of frontiers.
Article 20
(1) Everyone has the right to freedom of peaceful assembly and association.
(2) No one may be compelled to belong to an association.
Article 21
(1) Everyone has the right to take part in the government of his country, directly or
through freely chosen representatives.
(2) Everyone has the right to equal access to public service in his country.
(3) The will of the people shall be the basis of the authority of government; this will shall
be expressed in periodic and genuine elections which shall be by universal and equal
suffrage and shall be held by secret vote or by equivalent free voting procedures.
42
Article 22
Everyone, as a member of society, has the right to social security and is entitled to
realization, through national effort and international co-operation and in accordance
with the organization and resources of each State, of the economic, social and cultural
rights indispensable for his dignity and the free development of his personality.
Article 23
(1) Everyone has the right to work, to free choice of employment, to just and
favourable conditions of work and to protection against unemployment.
(2) Everyone, without any discrimination, has the right to equal pay for equal
work.
(3) Everyone who works has the right to just and favourable remuneration ensuring for
himself and his family an existence worthy of human dignity, and supplemented, if
necessary, by other means of social protection.
(4) Everyone has the right to form and to join trade unions for the protection of his
interests.
Article 24
Everyone has the right to rest and leisure, including reasonable limitation of working
hours and periodic holidays with pay.
Article 25
(1) Everyone has the right to a standard of living adequate for the health and wellbeing of himself and of his family, including food, clothing, housing and medical care
and necessary social services, and the right to security in the event of unemployment,
sickness, disability, widowhood, old age or other lack of livelihood in circumstances
beyond his control.
(2) Motherhood and childhood are entitled to special care and assistance. All children,
whether born in or out of wedlock, shall enjoy the same social protection.
Article 26
(1) Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory.
Technical and professional education shall be made generally available and higher
education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to
the strengthening of respect for human rights and fundamental freedoms. It shall
43
promote understanding, tolerance and friendship among all nations, racial or religious
groups, and shall further the activities of the United Nations for the maintenance of
peace.
(3) Parents have a prior right to choose the kind of education that shall be given to their
children.
Article 27
(1) Everyone has the right freely to participate in the cultural life of the community, to
enjoy the arts and to share in scientific advancement and its benefits.
(2) Everyone has the right to the protection of the moral and material interests resulting
from any scientific, literary or artistic production of which he is the author.
Article 28
Everyone is entitled to a social and international order in which the rights and freedoms set
forth in this Declaration can be fully realized.
Article 29
(1) Everyone has duties to the community in which alone the free and full development
of his personality is possible.
(2) In the exercise of his rights and freedoms, everyone shall be subject only to such
limitations as are determined by law solely for the purpose of securing due recognition
and respect for the rights and freedoms of others and of meeting the just requirements of
morality, public order and the general welfare in a democratic society.
(3) These rights and freedoms may in no case be exercised contrary to the
purposes and principles of the United Nations.
Article 30
Nothing in this Declaration may be interpreted as implying for any State, group or person
any right to engage in any activity or to perform any act aimed at the destruction of any of
the rights and freedoms set forth herein. G.A. res. 217A (III), U.N. Doc A/810 at 71
(1948)
44
EDUCATIONAL POLICY AND ACCREDITATION STANDARDS OF THE COUNCIL ON SOCIAL
WORK EDUCATION
Approved by the Board of Directors, Council on Social Work Education, June 2008
The Council on Social Work Education (CSWE), the accrediting agency for social work education
in the US, mandates that all BSW and MSW programs develop and implement an explicit
curriculum that prepares graduates for practice by mastering a set of 10 core competencies and
41 accompanying practice behaviors. These are:
1. Professional Identity: 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:
Social workers
 advocate for client access to the services of social work;
 practice personal reflection and self-correction to assure continual professional
development;
 attend to professional roles and boundaries;
 demonstrate professional demeanor in behavior, appearance, and communication;
 engage in career-long learning; and
 use supervision and consultation
2. Ethical Practice: Apply social work ethical principles to guide ethical 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:
Social workers
 recognize and manage personal values in a way that allows professional values to guide
practice;
 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;
 tolerate ambiguity in resolving ethical conflicts; and
 apply strategies of ethical reasoning to arrive at principled decisions.
3. Critical Thinking: 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:
Social workers
 distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge, and practice wisdom;
45


analyze models of assessment, prevention, intervention, and evaluation; and
demonstrate effective oral and written communication in working with individuals,
families, groups, organizations, communities, and colleagues.
4. Diversity in Practice: 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:
Social workers
 recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power;
 gain sufficient self-awareness to eliminate the influence of personal biases and values in
working with diverse groups;
 recognize and communicate their understanding of the importance of difference in
shaping life experiences; and
 view themselves as learners and engage those with whom they work as informants.
5. Human rights and Social Justice: 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:
Social workers
 understand the forms and mechanisms of oppression and discrimination;
 advocate for human rights and social and economic justice; and
 engage in practices that advance social and economic justice.
6. Research Based Practice: Engage in research-informed practice & 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:
Social workers
 use practice experience to inform scientific inquiry and
 use research evidence to inform practice.
46
7. Human Behavior: 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:
Social workers
 utilize conceptual frameworks to guide the processes of assessment, intervention, and
evaluation; and
 critique and apply knowledge to understand person and environment.
8. Policy Practice: Engage 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.
Practice Behaviors:
Social workers
 analyze, formulate, and advocate for policies that advance social well-being; and
 collaborate with colleagues and clients for effective policy action.
9. Practice Contexts: 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:
Social workers
 continuously discover, appraise, and attend to changing locales, populations, scientific
and technological developments, and emerging societal trends to provide relevant
services; and
 provide leadership in promoting sustainable changes in service delivery and practice to
improve the quality of social services.
10. Engage, Assess, Intervene, Evaluate: 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.
47
Educational Policy 2.1.10(a)—Engagement
Practice Behaviors:
Social workers
 substantively and affectively prepare for action with individuals, families, groups,
organizations, and communities;
 use empathy and other interpersonal skills; and
 develop a mutually agreed-on focus of work and desired outcomes.
Educational Policy 2.1.10(b)—Assessment
Practice Behaviors:
Social workers
 collect, organize, and interpret client data;
 assess client strengths and limitations;
 develop mutually agreed-on intervention goals and objectives; and
 select appropriate intervention strategies.
Educational Policy 2.1.10(c)—Intervention
Practice Behaviors:
Social workers
 initiate actions to achieve organizational goals;
 implement prevention interventions that enhance client capacities;
 help clients resolve problems;
 negotiate, mediate, and advocate for clients; and
 facilitate transitions and endings.
Educational Policy 2.1.10(d)—Evaluation
Practice Behaviors:
Social workers
 critically analyze, monitor, and evaluate interventions
_________________________________________________________________________________________________
The MSW program has additional advanced practice behaviors. These can be found in section VI.
The Master of Social Work (MSW) Program.
48
III. INTRODUCTION TO The SOCIAL WORK PROGRAM
HISTORY OF THE SOCIAL WORK PROGRAMS
Wheelock College has been home to a Bachelor of Social Work (BSW) program since 1980 and
graduated its first class in 1984. The BSW program was initially accredited by the Council on Social
Work Education (CSWE) in 1985 and has been continuously reaccredited since that time.
Wheelock College admitted its first class of graduate social work students in the fall 2000
semester. Building and expanding on the BSW’s very successful approaches and strategies for
attracting and graduating a diverse group of highly qualified students, the Wheelock College MSW
program was created with a specific focus on human rights and social and economic justice in
order to prepare graduates for the social work practice, policy, and leadership challenges of the
21st century. This focus has subsequently been infused further in the BSW program as well.
The MSW program was granted candidacy by CSWE on November 20, 2000, obtained initial
accreditation in June 2003, and has been continuously accredited since.
MISSION OF THE SOCIAL WORK PROGRAM
The mission of the Social Work Program at Wheelock College is to:
 Promote human rights and social and economic justice for the most disadvantaged and
oppressed populations through the evolving practice, research, and policy work of
students, faculty, staff, and alumni;
 Prepare a diverse group of students for beginning and advanced, justice-based,
professional social work practice with all levels of client systems;
 Provide leadership in responding to the human service needs of diverse populations of
children, families, and communities; and,
 Advance the field of social work, through practice, research, and scholarship.
The mission statement corresponds with the mission of Wheelock College—to improve the lives of
children and families. The Programs are committed, in principle and practice, to justice-based
social work through preparing strengths-based, multi-culturally competent social work
practitioners who work in partnership with client systems and other professionals to provide
services, identify and secure resources, and advance human rights and social and economic justice
in all dimensions of their professional practice. This is a mission that reflects the needs of diverse
communities within local, national, and global contexts.
This mission statement is consistent with the purpose, values, and ethics of the profession of social
work. It provides a context for the goals, objectives, and all activities of both the BSW and MSW
programs. Our mission is represented in our philosophy and overarching conceptual framework,
which informs our practice approaches and is integrated throughout the Social Work Programs in
content, pedagogy, and outcomes.
The mission is evident in the participatory teaching/learning environment of the programs - in
the highly engaged classroom environment and advising relationships, in curriculum
development, in developing new practicum sites and sustaining relationships in the field, in
relationships across the College, with our alumni, and with external constituencies, and in
continuous program renewal.
49
JUSTICE-BASED SOCIAL WORK PRACTICE
Social work practice that is justice-based reflects two key commitments: one, ongoing
development of a justice-based perspective; and two, ongoing development of practice skills that are
applied to the goals of working toward human rights and social and economic justice at all levels of
society (see Birkenmaier, 2003).
Developing a justice-based perspective means understanding and being committed to the concept
of distributive justice as an organizing framework for social work (Lum, 2011); that is, the fair and
equitable distribution of social and material goods. This perspective entails having a critical,
contextual, systemic approach to all aspects of social work practice. It is a perspective that
encompasses knowledge of the role of power, ideology, and institutionalization in how oppression,
racism, discrimination and disadvantage manifest in society, as well as one’s own location in those
dynamics. This perspective also acknowledges how the construction of difference in society (locally
and globally) is oriented to deficiency and that this construction underlies how individual, family,
and community needs are met or not met through definitions of advantage and disadvantage.
Consequently, individual and family issues are seen as inextricably linked with larger community,
societal, and global trends and realities; and local human needs are known to be inextricably
connected to broader issues of human rights. A justice-based perspective seeks the promotion of
human rights and social and economic justice as an explicit and sustained goal.
Social work practice based on a justice perspective occurs through applying an integrated model
of empowering practice that is based on understanding the contextual, transactional nature of
individual and social change. Justice-based practice, in all arenas of social work – direct practice,
research, and policy, is multiculturally competent, strengths-oriented, collaborative in all aspects
of practice, and committed to social change through advancement of and linkages among multiple
dimensions of empowerment (Birkenmaier, 2011; Miley, O’Melia & Dubois, 2011).
Birkenmaier, J. (2003). On becoming a social justice practitioner. In J.J. Stretch, E.M. Burkemper,
W.J. Hutchison & J. Wilson (Eds.), Practicing social justice, pp. 51-54. New York: The
Haworth Press, Inc.
Miley, K.K., O’Melia, M. & Dubois, B. (2011). Generalist social work practice: An empowering
Approach, (4th ed). Boston: Pearson Education, Inc.
Lum, D. (Ed.). (2011). Culturally competent practice: A framework for understanding diverse
groups and justice issues, (2nd ed). Pacific Grove, CA: Brooks/Cole.
50
IV.
GOALS AND Curricular Themes
SOCIAL WORK PROGRAM GOALS
The program goals identify how the program is designed to prepare a diverse group of BSW and
MSW students with the knowledge, skills, and values for justice-based social work practice. They
suggest particular approaches for achieving the mission of the program and provide direction to
teaching practices and curriculum development. The assumptions embedded in the program goals
also result in a definition and expectation of leadership competencies in graduating justice-based
social workers. These competencies are cultivated by providing stepping stones for growth,
supporting students' development of a knowledge base and skills, and through evaluating student
progress throughout both programs.
In the BSW program and the MSW foundation year, emphasis is on the mastery of generalist
practice theory, practice models, and skills. In the MSW concentration year, the criteria for
developing competencies manifest in advanced knowledge, skills, values, leadership capacity, and
the necessary passion and skills for creating a more just world through the diverse venues of
social work practice.
1. Prepare students to practice justice-based social work with client systems of all sizes with a
concentration on children and families, based on advancing human rights and social and
economic justice in both local and global contexts and reflecting the values and ethics of the
social work profession;
2. Prepare students with generalist (BSW and MSW foundation year) and advanced (MSW
concentration year) knowledge and skills to critically analyze, implement, and evaluate the
differential use of social work theories, practice models, social policies, and social work research
in practice with children and families;
3. Prepare students for appropriate leadership in the development, implementation, and
evaluation of social work practice that is strengths-oriented, multi-culturally competent, familycentered, and community-based, using an eco-systemic and collaborative framework;
4. Prepare students to engage in continuous self-reflection, ongoing professional development,
and evaluation of their own professional practice, with the aims of implementing best practices,
enhancing personal development, and making the greatest contribution to the profession and the
world.
SOCIAL WORK PROGRAM CURRICULAR THEMES
1. Human Rights and Social and Economic Justice (Core Competency 5)
The mission of the social work profession is to create an increasingly just society by
working directly with individuals, families, groups, organizations, and communities, through
practice, policy, and research. Since social structures often serve to perpetuate inequality and
social injustice, most negatively affecting oppressed and marginalized populations, it is the
mission of social work to effect change at the structural level as well (Lum, 2010; Olson, Reid,
Threadgill-Goldson, Riffe, & Ryan, 2013). The commitment in social work to advancing
justice guides practitioners to take a stand for the basic human rights for all that such a
51
world requires. A justice-based approach means that social workers seek the provision of a
just share in world prosperity for people and communities who are the most oppressed
and an increase in access for all to both the social and material resources people need to
live healthy and fulfilling lives (Barrett, 2011; Lum, 2010). This stance, and the action that
necessarily follows from it, distinguish social work from other helping professions; and it
particularly distinguishes the Wheelock program(s). Justice-based social work practice, in all
arenas— direct practice, research, and policy, is multiculturally competent, strengthsoriented, collaborative, and committed to social change through intentional advancement of
multiple dimensions of empowerment (Birkenmaier, 2003; Miley, O’Melia & Dubois, 2012).
2. Social Work Values and Ethics (Core Competency 2)
Social work values and professional ethics direct social workers to “embrace a set of core
values which are the foundation of social work’s unique purpose and perspective: service,
social justice, dignity and worth of person, importance of human relationships, integrity and
competence” (NASW, 2008). Social work values and ethics provide a moral grounding for
Wheelock’s social work curricula. Students are prepared to demonstrate a commitment to
these values and to actualize the Code of Ethics in all relationships and practices with
people and systems. This responsibility includes the ability and willingness to reflect upon
and evaluate personal and professional values and practice (NASW, 2008). Reflexive
practice requires the ongoing examination—through introspection, ongoing learning, and
supervision—of the social worker’s use of self and ability to deliver services nonjudgmentally and with respect for all (Dolgoff & Loewenberg, 2011; Reamer, 2010).
3. Strengths Perspective (Core Competencies 2, 4, & 7)
The profession of social work is based on the belief that each human being possesses a
unique constellation of strengths and that these assets, talents, aspirations, and skills
contribute to active involvement in and mastery of life circumstances. Strengths exist within
the individual, the family, the group, and the environment. Each of these dimensions, and the
dynamic interplay among them, contains the potential for growth, change, and increasing
efficacy. Through a strengths perspective, social workers view client systems as resilient
and resourceful. A strengths orientation requires the social worker to respect, validate, and
help maximize client strengths within a partnership built on mutuality and collaboration
(Saleebey, 2013; Poulin, 2009). It also requires the social worker to challenge the deficitsbased models which relate to client systems as passive, problem-driven, and as victim(s). The
strengths perspective supports principles for practice that are based on an empowerment
model of viewing people and communities and honors people’s knowledge and narratives of
their life experiences. This approach and is deeply consistent with the profession’s regard
for people’s worth, respect, human dignity, and justice.
4. Human Diversity (Core Competency 4)
To provide justice-based services that are effective, collaborative, and strength-based,
social workers must appreciate the positive value of difference, acknowledge the strengths
within the unique characteristics of diverse populations, and use multiculturally competent
methods of providing services, resources, and supports to individuals, groups, families,
organizations, and communities (Lum, 2010; NASW, 2001). To practice multiculturally
competent social work, the social worker must continually develop the knowledge, skills,
and values necessary to provide services for client systems distinguished by human diversity
in all forms in an increasingly global society, including race, ethnicity, culture, socioeconomic
52
class, gender, sexual orientation, spirituality and religion, physical and/or mental disability,
age, language(s), national origin, immigration status, and political orientation, as well as
other unique intra- and inter-group identities (Van Soest & Garcia, 2008). Social workers
must be adept in using skills, techniques, conceptual frameworks, and methodological
approaches to empowerment-based engagement, assessment, intervention, evaluation, and
termination that reflect the worker’s understanding of the intersectional nature of diversity in
lived experience (Fong & Faruto, 2001; Guadalupe & Lum, 2004). Additionally, an integral
dimension of multicultural competency is the social worker’s continuous reflection on
his/her own personal values, assumptions, and beliefs, and on the interlocking and complex
nature of culture and personal identity i n the worker’s own social location, independent
of and in relation to client systems (Yan & Wong, 2005). The complexity and personal nature
of human diversity and lived experience makes multicultural competence an essential
component of justice-based professional social work and the social worker’s ongoing
professional development.
5. Ecosystemic Perspective (Core Competencies 7 & 9)
The ecosystemic perspective in social work directs practitioners to continuously assess and
reflect on the multisystemic factors affecting all areas of human existence, as well as the
transactional dynamics among those factors. This perspective is based on a conceptual and
theoretical framework for understanding that people exist and develop in contexts of
dynamic, reciprocal interactions among many internal and external dimensions (Darling,
2007; Haight & Taylor, 2012). The ecosystemic perspective provides social workers with
empirical theories and conceptual frameworks that address the transactional relationships
between and among systems that affect people’s quality of life and life chances, utilizing a
holistic approach to assessment, intervention, evaluation, and termination, including both
personal and structural systems and dynamics (Green & McDermott, 2010). Based on the
understanding that people can and do change their environments in order to survive and
thrive, and that constraints in the environment may also constrain people’s attainment of
well-being, the focus of professional social work practice is to support the improvement of
the person/environment and system/environment fit, in order to promote achievement of
adaptive coping, resiliency, and empowerment (Miley, O’Melia & DuBois, 2012).
6. Family-Centered Practice (Core Competencies 6, 7, 9, & 10)
Social work practice today continues the profession’s vigorous and enduring commitment to
families throughout the history of the profession. In using a family-centered approach, the
social worker seeks to understand the family’s definition of itself, its issues, its hopes and
goals, and to offer services in ways that families define as supportive, helpful, and
empowering (Madsen, 2007; Walsh, 2011). Social work services that are family-centered
strive to meet the needs of children and families in their natural communities, recognizing the
complexity of their lives in ways that are centered on families and their needs (Walsh, 2011).
Family-centered practice corresponds with: 1) a perspective that centers families in practice,
as they define themselves and their goals; 2) a knowledge base and capability to apply familycentered practice concepts and skills in work with any number of persons (including
individuals); and, 3) the evolving knowledge and skills for working directly with families
and extended family systems (Epley, Summers, & Turnbull, 2010).
7. Community-Based Practice (Core Competencies 3, 9, & 10)
Community-based social work practice directs the social worker to provide services as close
to clients’ homes as possible and to consider natural and informal supports as part of a
53
strengths-based approach to intervention (Brown, Venkatesh, Vidal, & Chaskin, 2001;
Green & Haines, 2011). As a justice-based and empowerment-oriented approach,
community-based practice occurs with and within the neighborhoods and environments in
which children and their families live, work, learn, play, worship, etc. (Booth, Ayers, &
Marsiglia, 2012). This approach requires an examination of the relationship between the
persistence of such conditions as poverty, oppression, discrimination, violence, underresourced schools and crumbling infrastructure and family and community well- being.
Solutions for communities must include the revitalization of neighborhoods, schools,
recreation centers, and local businesses, so that the children and their families can thrive.
Just as families must be at the center of services designed to assist them, so must members
of local communities be partners in revitalization strategies for their environment(s) (Walter &
Petr, 2011).
8. Partnered Practice (Core Competencies 2, 7, 9, & 10)
The social work profession emphasizes the importance of building and maintaining
relationships based on mutual participation and respect for client self-determination, with a
focus on identifying client strengths and with regard for individual worth and dignity. The
concept of partnered practice is grounded in a belief that the inclusion of client systems
and any other relevant parties in all areas and all phases of practice – engagement,
assessment, intervention, evaluation, and termination – is critical to social work that aims to
be empowering and justice-based. The overarching goals of partnered practice (Aronoff &
Bailey, 2005) are to effectively address the complex and interconnected nature of
personal and social justice issues and to advocate for change through extended and
integrated networks of collaboration. Integrating a strengths perspective, social workers
must work with all client systems, as the experts on their own lived experience and as
collaborators in the achievement of any real change (Poulin, 2009). The complexity of
issues facing children and families today, especially those most challenged by issues such
as poverty, racism, discrimination, violence, and other forms of oppression, requires all
those invested in change to work together as effective partners. With this in mind, relevant
partners must first include the people whose lives are most affected by the issues at hand. It
will also likely engage persons from a variety of disciplines, professions, and systems who may
have insight into, or impact on, whether change occurs. The social work profession is rooted
in values of collaboration across systems. Partnered practice relies on all involved and
affected to bring their diverse strengths, perspectives, relationships, and expertise to the
process of change and to be embraced as essential and equal partners (Aronoff & Bailey,
2005). At the same time, it is the responsibility of the professional social worker using this
approach to be aware of his/her own frames of reference, along with his/her strengths and
liabilities in order to achieve an effective use of self in those partnered relationships
(McKee, 2003). Partnered practice gives very rich meaning to the social work concepts of
“client- centered” and “client-driven” practice, as it is rooted in a deep respect for and
inclusion of each person, family, or group’s expert knowledge of their lived experience, needs,
and goals, and then utilizes that knowledge, talents, and inherent hopes to create change.
9. Interprofessional Collaboration (Core Competencies 1, 2, 3, 4, 5, 6, 7, 8, 9, & 10)
The ability to work from an interprofessional and collaborative perspective is a necessity and
an obligation of professional social work practice and leadership (Corrigan & Bishop,
1997; Poulin, 2009). Because of the complexity of issues facing children and families today,
especially families who are challenged by such issues as poverty, unsafe neighborhoods,
54
immigration, violence, and oppression, there is a need to work collaboratively among
disciplines and systems to achieve positive change (Bronstein, 2003; Miller, 2012;
Perrault, McClelland, Austin, & Sieppert, 2011). Social workers utilize the profession’s
inherent integration of diverse knowledge bases to collaborate with a variety of
professional disciplines as the basis of good practice. The primary goal in social work of
advancing human rights and social and economic justice not only benefits from, but also
requires, interprofessional collaboration (Aronoff & Bailey, 2003), based on the knowledge,
skills, and values needed to create, implement, and evaluate justice-based, integrated, and
well-coordinated systems of services for children and families whose well-being is most at
risk, due to a variety of interrelated personal, social, political, and economic factors (Tataw,
2011).
10. Responsibility for Career Long Professional Growth (Core Competency 1)
The building and deepening of social work knowledge, values, skills, and one’s selfawareness are career-long processes that are achieved through focused attention and
continual effort (NASW, 1996). Social work education begins during the attainment of the
degree and continues throughout the professional development of each worker. By instilling
an appreciation for ongoing professional growth and maturation in the context of future
employment, formal and informal educational opportunities, and the development of
relationships with clients, supervisors, and colleagues, Wheelock’s social work programs
strive to develop and reinforce students’ enthusiasm to be career-long learners as well as
active contributors to the learning experience of others.
11. Self-care (Core Competency 1)
Social workers assist clients who face a wide range of stressful life experiences that have
complex causes, outcomes, and effects. In the process of helping clients solve problems and
master their circumstances, social workers open themselves to the impact that these
stressors can have on their own functioning. In performing this work most effectively in the
context of living their own lives, social workers must learn to manage stress, prevent burnout,
and promote their own health and wellness. In order to carry out the ongoing process of
maintaining personal and professional equilibrium, social workers are committed to
continual reflection and the practice of self-care (Cox & Steiner, 2013; Lee
& Miller, 2013).
******************************************************************************
55
References
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Social Work with Groups, 28(1), 23-39.
Barrett, J.A. (2011). Multicultural social justice and human rights: Strategic professional
development for social work and counseling practitioners. Journal for Social Action in
Counseling and Psychology, 3(1), 117-123.
Birkenmaier, J. (2003). On becoming a social justice practitioner. In J.J. Stretch, E.M.
Burkemper, W.J. Hutchison & J. Wilson (Eds.), Practicing social justice, pp. 5154. New York: The Haworth Press, Inc.
Booth, J., Ayers, S.L., & Marsiglia, F.F. (2012). Perceived neighborhood safety and psychological
distress: Exploring protective factors. Journal of Sociology & Social Welfare, 39(4), 137-156.
Bronstein, L.R. (2003). A model for interdisciplinary collaboration. Social Work, 48(3), 297306.
Brown, P., Venkatesh, S., Vidal, A., & Chaskin, R.J. (2001). Building community capacity.
Piscataway, NJ: Aldine Transaction.
Corrigan, D., & Bishop, K.K. (1997). Creating family-centered integrated service systems and
interprofessional educational programs to implement them. Social Work in Education,
19(3), 149-63.
Cox, K., & Steiner, S. (2013). Self-care in social work: A guide for practitioners, supervisors, and
administrators. Washington, D.C.: NASW Press.
Darling, N. (2007). Ecological systems theory: The person in the center of the circles.
Research in Human Development, 4(3–4), 203–217.
Dolgoff, R., Loewenberg, F. M., & Harrington, D. (2011). Ethical decisions for social work practice.
Brooks/Cole.
Epley, P., Summers, J.A., & Turnbull, A. (2010). Characteristics and trends in family- centered
conceptualizations. Journal of Family Social Work, 13, 269–285.
Fong, R., & Furuto, S. (2001). Culturally competent practice: Skills, interventions, and evaluation.
Boston: Allyn & Bacon.
Green, D. & McDermott, F. (2010). Social work from inside and between complex systems:
Perspectives on person-in-environment for today’s social work. British Journal of Social
Work, 40, 2414–2430.
Green, G.P. & Haines, A.L. (2011). Asset building and community development, (3rd ed.).
Thousand Oaks, CA: Sage.
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Guadalupe, K.L., & Lum, D. (2004). Multidimensional Contextual Practice: Diversity and
Transcendence. Belmont, CA: Cengage Learning.
Haight, W.L., & Taylor, E.H. (2012). Human behavior for social work practice: A
developmental-ecological framework, (2nd ed.). Chicago: Lyceum Books, Inc.
Lee, J.J., & Miller, S.E. (2013). A self-care framework for social workers: Building a strong
foundation for practice. Families in Society, 94(2), 96-103.
Lum, D. (Ed.). (2010). Culturally competent practice: A framework for understanding diverse
groups and justice issues, (4th ed.). Pacific Grove, CA: Brooks/Cole.
Lynch, E.W., & Hanson, J. (2004). Developing cross-cultural competence: A guide for working with
children and their families, (3rd ed.). Baltimore: Paul H. Brookes.
Madsen,W. C. (2007). Collaborative therapy with multi-stressed families, (2nd ed.). New York:
Guilford Press.
McKee, M. (2003). Excavating our frames of mind: The key to dialogue and collaboration.
Social Work, 48(3), 401-408.
Miley, K.K., O’Melia, M. & Dubois, B. (2012). Generalist social work practice: An empowering
approach, (7th ed.). Boston: Pearson Education, Inc.
Miller, G. (2012). Application of theory to family-centered care: A role for social workers.
Social Work in Health Care, 51(2), 89-106.
NASW 2008 Delegate Assembly. (2008). NASW Code of Ethics. Washington, DC: NASW Press.
NASW National Committee on Racial and Ethnic Diversity. (2001). NASW Standards for
Cultural Competence in Social Work Practice. Washington, DC: NASW Press.
Olson, C. J., Reid, C., Threadgill-Goldson, N., Riffe, H. A., & Ryan, P.A. (2013). Voices from the
field: Social workers define and apply social justice. Journal of Progressive Human
Services, 24(1), 23-42.
Perrault, E., McClelland, R., Austin, C., & Sieppert, J. (2011). Working together in collaborations:
Successful process factors for community collaboration. Administration in Social Work, 35,
282–298.
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3rd ed. Belmont, CA: Brooks/Cole.
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New York: Oxford University Press.
Saleebey, D. (2013). The strengths perspective in social work, 6th ed. Boston: Pearson.
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Tataw, D.B. (2011). Individual, organizational, and community interprofessional competencies for
education, training, and practice in health and social care. Journal of Human Behavior in the
Social Environment, 21, 1–24.
Van Soest, D., & Garcia, B. (2008). Diversity education for social justice: Mastering teaching skills,
2nd ed. Alexandria, VA: NASW Press.
Walsh, F. (2011). Normal family processes: Growing diversity and complexity. New York: The Guilford
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Walter, U.M., & Petr, C.G. (2011). Best practices in wraparound: A multidimensional view of the
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dialogic self in cross-cultural social work. Families in Society, 86(2), 181-188.
58
Program Framework: Curricular Themes & Competencies
Competencies
Curricular Themes

Human Rights & Social & Economic Justice

Social Work Values and Ethics

Strengths Perspective
Program Vision
Human Rights and Social & Economic Justice
for Diverse Groups of
Children & Families who are the most
Discriminated against, Disadvantaged,
and Oppressed

Human Diversity

Ecosystemic Perspective

Family-Centered Practice

Community-Based Practice

Partnered Practice

Interprofessional Collaboration

Responsibility for Career Long Professional
Growth

Self-Care
MSW Concentration: Children and
Families

Identify as a Professional Social Worker

Apply Social Work Ethical Practices

Apply Critical Thinking

Engage Diversity

Advance Human Rights & Justice

Engage in Research-Informed Practice


Apply Knowledge of Human Behavior &
the Social Environment
Engage in Policy Practice

Respond to Practice Contexts

Engage, Assess, Intervene & Evaluate
with Individuals, Families, Groups,
Organizations and Communities
Justice-Based Social Work Practice
58a
Wheelock College Social Work Programs
PROGRAM COMMITMENT TO SELF CARE
As stated in the Curricular Themes for both the BSW and MSW Programs, self-care is an
important practice for social workers to incorporate into their repertoire of skills. As a department,
we strongly believe in nurturing and reinforcing the development of this practice in our students
and faculty alike. To this end, self-care activities, initiated by faculty and students alike, are
frequently incorporated into our class assignments and meeting agendas.
RIGHTS AND RESPONSIBILITES OF THE SOCIAL WORK STUDENT
Rights
Social Work students have the right:

to be treated with courtesy, respect, and fairness by College faculty and administrators and
not to be discriminated against on the basis of race, ethnicity, national origin, gender,
religion, political orientation, sexual orientation, physical or mental disabilities, marital
status, or socioeconomic status;

to receive prompt feedback on assignments, to be alerted, in a timely manner with a
COMPASS Report, about serious problems in performance in courses and in the
practicum, and to be informed of what is needed to correct or change or improve, the
timeline, and the consequences;

to be informed of the results of the Social Work Student Support Team review process
within two weeks of the completion of the review;

to request a change in practicum placement when difficulties cannot be resolved by a
collaborative process involving the student, the agency Field Instructor, the Faculty Field
Liaison, the Director of Social Work Field Education, and the Faculty Advisor, and when the
difficulties do not arise from student’s documented inability to meet the demands of the
practicum;

to appeal an academic grade and/or academic dismissal by following the appeals process
detailed in the Wheelock College Catalog;

to apply for reinstatement in a practicum after voluntarily withdrawing for documented
health reasons or after failing the practicum by following the process of reinstatement
detailed in the Social Work Department Student Handbook and Field Practicum Manual;

to request a change in advisor and be provided with a new advisor who is a social work
faculty member;

to decide not to participate in any research study conducted by the program and/or a
particular faculty member;

to refuse to have their written assignments copied and distributed without their consent;
59

to receive basic information about licensing, NASW membership, and other important
professional matters that impact on the students’ careers, or to be referred to groups that
can provide such information;

to participate in the hiring of full time, tenured track, social work faculty by meeting the
candidates, hearing presentations by candidates, and giving feedback to the Search
Committee;

to participate in curriculum development and revision by providing feedback directly to
faculty, the Program Chairs, or the Associate Dean or through serving on the Social Work
Advisory Board;

to request a meeting, without the permission of the Program Chairs or Associate Dean, with
the Council on Social Work Education accreditation site team, either individually or as a
group;

to be informed of changes in the social work curriculum with sufficient advanced notice to
meet new requirements; and

to form organizations and/or interest groups with the other social work students and to
plan activities without any interference from the Department faculty.
Responsibilities
Social Work students are expected to:

treat faculty, classmates, administrators, field instructors, College and agency staff, and
clients with courtesy, respect, and fairness, and not discriminate on the basis of race,
ethnicity, national origin, gender, religion, political orientation, sexual orientation,
physical or mental disabilities, marital status, or socioeconomic status;

meet with their faculty advisors at least two times per year, including during the
scheduled pre-registration advising period, and to use their advisors as resource persons
at other times as necessary;

prepare for meetings with their faulty advisors by studying the course offerings,
developing a tentative schedule, and consulting with advisor as desired regarding field
practicum choices, career issues, licensing and other issues;

become familiar with academic requirements and policies by studying the Wheelock
College Catalog and the Wheelock College Social Work Student Handbook and Field
Manual. The student is ultimately responsible for knowing graduation requirements,
prerequisites for individual courses, and the content and assignments stated in each
course syllabus;

become familiar with student rights and grievance procedures, which are detailed in the
Wheelock College Catalog; participate in the practicum placement process by attending
meetings with the Social Work Field Education Staff, completing necessary forms,
60
interviewing at the prospective practicum sites, and giving feedback on the outcomes of the
interviews to their assigned member of the Field Education staff;

become familiar with each faculty member’s expectations of students in courses,
including policies related to attendance and punctuality, submission of work, etc;

inform faculty advisors of changes in address and telephone number, intentions to
transfer or withdraw from the College, or plans to change majors (BSW);

complete all course evaluations;

complete evaluations of academic advisor, practicum site, field instructor, field liaison;
entrance (BSW) and exit questionnaires; and MSW exit interviews;

allow a minimum of two weeks when requesting letters of reference from social work
faculty;

become familiar with the NASW Code of Ethics and act accordingly (contained in this
handbook);

become familiar with the Council on Social Work Education’s explicit curriculum based on
core competencies and practice behaviors (contained in this handbook);

become familiar with the Universal Declaration of Human Rights and practice
accordingly (contained in this handbook).
ADVISING IN THE SOCIAL WORK PROGRAMS
Philosophy of Advising
All advisement at Wheelock College follows a student-centered developmental model, which
involves the development of an ongoing relationship between the student and advisor over time.
The main thrust of the relationship is to empower students to become active participants in their
educational and professional lives. In addition to helping students select courses, complete
requirements, and monitor credits, the advising relationship supports students in their personal
and professional growth and development. The aim is to help students ask for and receive support
when needed, take responsibility for their choices, progress towards goals and completion of
degree requirements, and learn how to balance the demands of academic courses, professional
training, and their personal lives. Students meet with their advisors at least once/semester and
are encouraged to meet with them at additional times of their choosing.
61
Roles and Responsibilities of the Social Work Faculty Advisor:
The faculty advisor is a source of information and support to the student throughout the course of
study. The following are some of the advisors responsibilities:

explain the program’s curriculum, clearly explain the student’s academic plan from the
start of the program to graduation, and guide students in the selection of elective courses
to meet the degree requirements and the student’s learning goals;

periodically evaluate the student’s performance and progress in the program;

contact the student when an academic warning or a COMPASS Report has been issued
and jointly determine what additional services may be needed by the student;

refer the student to supportive services, such as counseling (through the College’s
Counseling Center) writing assistance and the like;

discuss with the student various fields of social work so that the student can make
informed choices about field study, practicum assignments and future work plans upon
graduation;

encourage the student to participate actively in College and Department activities, social
work month celebrations, and the National Association of Social Workers (NASW) so that
he or she may develop a professional identity;

inform and review with the student all program and College policies that affect him or
her, pointing out student’s right and responsibilities;

work closely with the student and other faculty to facilitate the best learning environment,
should concerns arise about the student’s academic or non-academic behavior;

discuss academic and/or career options with a student who is being asked to leave the
Social Work Programs or who has decided voluntarily to withdraw from the program of
the College; and

Fill out and sign forms called for by the College’s or Department’s academic policies.
Advisor Access to Student Information:
The faculty advisor has access to the student’s Degree Requirement Worksheets, Degree Audit
Forms, academic warnings issued by faculty, and the Faculty Field Liaison’s evaluation of the
student’s performance in practicum. The student may choose to share his/her admission material
with the advisor.
Evaluation of Advising:
Through completion of the Implicit Curriculum Survey, social work students have an
opportunity to inform the program of the extent to which they have used advisors as a resource as
well as the strengths and limitations of the advising process. Student input is highly valued and
reviewed every year in order to make any necessary changes and improve the advising process.
62
SOCIAL WORK STUDENT SUPPORT TEAM MEETINGS
This meeting of all half-time and full-time social work faculty takes place around mid-term each fall
and spring semester for both of the BSW and MSW Programs. Part-time social work faculty are
invited to attend or to submit information to be shared at that meeting about individual students for
whom they have concern. On a rotating basis, one social work faculty member convenes the
meeting, and all half and full-time faculty teaching in each program bring to the meeting a list of
students for which there are concerns. All students identified are reviewed by all in attendance in
the following areas:
 Strengths
 Academic performance
 Progress in class and /or in field
 Writing ability
 Professional behavior (field, classroom and other college interactions)
During this meeting, a plan is made to address identified concerns regarding each of the students
discussed in the review. In most cases, the student’s faculty advisor will work with the student and
other faculty members as necessary to address concerns, and provide appropriate supports in a
timely manner. For students presenting a more significant concern or challenge, the student’s
advisor will work with the student and program Chair and Associate Dean of Social Work and
involve others (other faculty including the Director of Social Work Field Education or members of
the Office of Academic Advising or Disability Support Services) if necessary, to create and
implement a plan for addressing those concerns/challenges in a timely manner.
SOCIAL WORK PROGRAM INDIVDUAL STUDENT REVIEW
This meeting will take place when there is a concern about an individual student that warrants a
separate review by the Social Work Program because of serious problems, such as failing grades in
one or more courses or violations of ethical standards in class or in the field. The Social Work review
will take place in coordination with any review of the student being made by the Scholastic Review
Board (SRB) for undergraduate students and the Graduate Review Board (GRB) for graduate
students and will follow all policies of and decisions made by these two College committees.
The request for an Individual Student Review can be made to the Social Work Leadership Team
(the Associate Dean of Social Work, the MSW and BSW Chairs, and the Director of Social Work Field
Education) by an instructor, an advisor, or a field liaison. This review can be a follow-up to the midsemester program review of all students or can be initiated separately at any point in the semester.
The Review Team will include the Social Work Leadership Team, the faculty member requesting
the review, the student’s advisor, and when appropriate, a member of the Office of Academic
Advising. The Review process will be as follows:
1) Before requesting the review, the faculty member will contact the student to discuss the
specific concern, providing the student with an opportunity to hear the instructor’s
concern and to respond. At that time, the faculty member will discuss that he/she will be
requesting a Team review in order to help determine the best plan of action and will
explain the review process.
2) The faculty member will put her/his request for the Team review in writing with a copy
going to the student. The student may submit a written statement to the Team separately
or through her/his advisor.
63
3) The Team will meet as quickly as possible to determine the outcome and to decide who
will meet with the student to discuss its implementation.
4) Following the Review, a feedback session will be held with the student as soon as possible.
At that time, the student will be given a written statement that indicates the outcome, steps
of implementation, and role of each individual who will be involved. This written statement
will be filed in the student’s Social Work advising record.
5) The student will also be informed of the College appeal policy that can be initiated if a
student disagrees about a final grade or a decision involving suspension or dismissal from
the College (Wheelock College Student Handbook, Academic Policies).
POLICY ON COMMUNICATION OF INFORMATION
The Social Work Program is committed to helping students be as successful as possible. In
addressing student needs, it employs a holistic, team-centered approach and tries to help students
identify and access appropriate supports. With these goals in mind, information pertaining to a
student's performance in any aspect of her/his program, including coursework or practica, may be
discussed by social work faculty members when appropriate. In addition, information that is
communicated by a student to a faculty member, academic advisor, field education staff member,
and/or practicum supervisor may be shared with the Social Work Leadership Team, other relevant
faculty members, or members of the College Student Success Team if it is felt that this information
affects the well-being of the student or the student's ability to carry out her/his responsibilities as a
BSW or MSW student.
64
V.
THE BACHELOR OF SOCIAL WORK (BSW) PROGRAM
DEGREE REQUIREMENTS AND COURSE DESCRIPTIONS
A detailed outline of degree requirements of the Bachelor of Social Work (BSW) Program and
description of courses may be found in the Wheelock College Course Catalog.
All of the BSW degree requirements and course offerings have been developed to provide students
with the foundation of knowledge, values, and skills that comprise generalist practice. This area of
social work is best defined by the Council on Social Work Education:
“Generalist practice is grounded in the liberal arts and the person and environment construct. To
promote human and social well-being, generalist practitioners use a range of prevention and
intervention methods in their practice with individuals, families, groups, organizations, and
communities. The generalist practitioner identifies with the social work profession and applies
ethical principles and critical thinking in practice. Generalist practitioners incorporate diversity
in their practice and advocate for human rights and social and economic justice. They recognize,
support, and build on the strengths and resiliency of all human beings. They engage in researchinformed practice and are proactive in responding to the impact context on professional practice”
(EPAS, 2008, Educational Policy B2.2).
The courses that BSW students take to develop mastery of generalist practice are sequenced in an
orderly fashion that leads up to and accompanies the senior field experience. The foundation
course is SWK 205: Intro to Social Work, taken most often in the second semester of the first year
or the first semester of the sophomore year. This course provides students with a basic knowledge
of the social work profession, its scope in terms of populations and settings, its theoretical and
historical framework, its focus on human rights and social justice, and the core features which
distinguish it from other helping professions. At the same time, through the General Education
curriculum, students complete the two-semester course in Human Growth and Development,
which examines lifespan development from an ecological perspective. They also focus on taking
General Education requirements and specific support courses in the Arts and Sciences that are
required for the Social Work major, including Introduction to American Government, Human
Biology, Statistics, and one course selected in Sociology. In addition to these support courses and
those that are part of the General Education curriculum, BSW majors are required to take
additional Arts and Sciences offerings of their choosing to further ground their overall education in
the liberal arts. These courses can be taken in any year.
At the intermediate level, following SWK 205, are SWK 226: Dynamics of Oppression and Privilege
and SWK 268: Foundations of Social Research. The first, typically taken in the sophomore year,
deepens students’ understanding of oppression, discrimination, and privilege, and the need to
promote human rights and social justice in all aspects of social work activity. The second, taken in
the sophomore or junior year, introduces students to the research methods used in order to
understand and develop knowledge that emanates from evidence-based practice. Rounding out
the intermediate level courses at the junior level are SWK 345: Human Behavior and the Social
Environment and SWK 355: Social Welfare Policy. SWK 345 builds on the lifespan development
perspective of Human Growth and Development and examines the reciprocal interaction of people
and the environment in greater depth, and SWK 355 looks at social welfare policy and practice
from a historical and contemporary perspective.
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Also taken in the junior year, prior to the senior practicum is SWK 440: Social Work Practice and
Skills Lab I, the first of three practice courses which cover the stages of generalist practice as they
apply to work with clients at all systems levels, including individuals, families, groups,
organizations, and communities. SWK 440 provides students with an overview of the helping
process and focuses on the initial stage of engagement. SWK 450: Social Work Practice and Skills
Lab II and SWK 455: Social Work Practice and Skills Lab III occur in the senior year, alongside the
senior practicum. In the first semester, SWK 450 covers assessment and contracting, and
intervention at all systems levels; and in the second semester, SWK 455 continues with
intervention and proceeds to evaluation, termination, and follow-up. These two practice courses
are accompanied each semester by student participation in a field practicum and a bi-weekly field
seminar, which integrates theoretical content with the applied knowledge learned in the field. The
seminar is conducted by a faculty member who serves as a field liaison to the agency.
Set in the senior year, this combination of courses: SWK 450 and SWK 455: Practice and Skills
Labs II and III, and SWK 460 and SWK 465: SWK Field Practicum and Seminar I & II comprise the
advanced level of the BSW curriculum. The yearlong practicum and seminar is at the center of this
grouping. In the spring semester of the junior year, students work with the Social Work Field
Education Office to select a placement that fits with their interests and will enhance their
development. The placement is in one agency for 200 hours per semester, totaling 400 hours for
the year (placements that follow the school-year calendar may require additional time in the
field). Students are supervised by a MSW social worker (Field Instructor), who is licensed at the
LCSW or LICSW level so that they can take the LSW licensing exam in MA if they wish to do so after
graduation.
The centrality of the field component of the BSW Program follows the Educational Policy of the
Council on Social Work Education which considers Field Education to be the Signature Pedagogy.
“Signature pedagogy represents the central form of instruction and learning in which a profession
socializes its students to perform the role of practitioner. Professionals have pedagogical norms
with which they connect and integrate theory and practice. In social work, the signature pedagogy
is field education. The intent of field education is to connect the theoretical and conceptual
contribution of the classroom with the practical world of the practice setting. It is a basic precept of
social work education that the two interrelated components of curriculum – classroom and field –
are of equal importance within the curriculum, and each contributes to the development of the
requisite competencies of professional practice. Field education is systemically designed,
supervised, coordinated, and evaluated based on criteria by which students demonstrate the
achievement of program competencies (EPAS, 2008, Educational Policy 2.3).
Throughout their courses and their senior practicum, students study and apply different aspects of
the 10 core competencies and 41 practice behaviors formulated by CSWE. Evaluation of their
performance in all areas of the curriculum is competency based according to CSWE expectations.
Completion of the BSW major enables students to function as entry level professionals in all areas
of social work practice and also enables them to apply for advanced standing status to Graduate
level MSW programs which offer that option.
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ADMISSION TO THE BSW PROGRAM
The process for admission to the BSW Program begins when a student is admitted to Wheelock as
an undergraduate student. In a statement congruent with social work values, the college catalog
states that “admission to Wheelock College is based on the whole person, not just the numbers
submitted with a student’s application. Wheelock seeks interesting people from diverse
backgrounds who see themselves as agents of change. In the admissions process the College looks
for scholastic achievement, strong academic evaluations, and dedicated involvement in cocurricular and community activities” (Wheelock College Undergraduate and Graduate Course
Catalog, 2013-14, p.35). Specific requirements for admission include four years of high-school
English, three of math, and two to three years of both social studies and science. Study in foreign
language and the arts is also recommended but not required.
Transfer applicants are welcomed at Wheelock and are valued for their experience and maturity.
Students are admitted to the first year, sophomore, and junior classes based on previous academic
work at a variety of two- and four-year private and public colleges. Transfer students need to have
a minimum GPA of 2.0 in order to be considered for admission. A strong background in the liberal
arts or general education courses is considered the best foundation for students applying to
transfer. Courses from other accredited institutions in which the student has earned a grade of “C”
or better are considered for transfer credit. Courses are reviewed on an individual basis and
students may be asked to supply catalogue course descriptions or course syllabi to facilitate
evaluation of transfer credit.
The acceptance of a student’s credits from prior institutions is also affected by the choice of an
academic program. In the social work major, courses taken successfully by students who are
transferring from another BSW program accredited by CSWE are accepted in place of comparable
courses at Wheelock. The equivalence of courses taken at other institutions without Social Work
Programs or CSWE accreditation is evaluated on an individual basis by the Chair of the BSW
program, in consultation with specific faculty and the Associate Dean of Social Work when needed.
In compliance with the standards set by CSWE, the BSW program does not grant credit for life or
work experience.
All undergraduate transfer students must complete a minimum of half the credits required to earn a
degree while at Wheelock. Similarly, a minimum of half the credits needed in any major must be
taken subsequent to transfer. In addition to this credit requirement, all students in the BSW
program must take their yearlong senior practicum and the accompanying practice courses and
seminars at Wheelock.
Beyond the College’s admissions requirements for first-year and transfer students and the
attainment of a cumulative GPA of 2.0, the BSW Program does not require that students meet
specific criteria or complete a separate application in order to be accepted into the major. This
practice is in keeping with the Social Work Faculty’s belief in the strengths perspective, the universal
drive towards self-actualization, and the innate human capacity for development, maturation, and
change. Any student who has completed SWK 205: Intro to Social Work and is interested in
becoming a BSW major is welcome to join the program.
BSW ADVISING
Undergraduate Social Work Advisement is guided by two sets of policies: those of Wheelock
College and those of the Council on Social Work Education (CSWE). According to the Advisement
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Program at Wheelock, all undergraduate students are advised by professional advisors from the
Office of Academic Advising and Assistance (OAAA) during the first two years. According to
guidelines of the CSWE, all social work majors must be advised by Social Work Faculty. In order to
comply with both of these regulations and to create a process that optimizes advising support for
students, a specific process has been created.
In order to declare social work as their major, students must complete SWK 205: Intro to Social
Work. They typically do this either in the second semester of their first year or in their second year.
For the first semester of their sophomore year, students continue to be advised by their original
OAAA professional advisors. By the end of the fall semester, students declare their major by
completing a Declaration of Program form with their initial advisors. When that occurs, the BSW
Chair is informed and meets with each new major individually for a Welcome to the Major
Interview in order to welcome her/him into the program, assess and refine academic plans, review
program expectations of students in academic courses and fieldwork, and begin to talk about
career paths and goals. As part of this process, the student fills out a questionnaire to be discussed
with the Chair about factors that influenced her/his interest in social work, previous volunteer or
work experience, and expectations of the advising relationship. The student also reviews and signs
a form explaining the College’s policy on academic honesty. Upon completion of the interview, each
student receives a copy of the Social Work Student Handbook & Field Practicum Manual for BSW
and MSW Programs and a separate copy of the Universal Declaration of Human Rights, the two
documents which most effectively articulate the mission and policies of the Wheelock Social Work
Programs.
At this Welcome Interview, all newly declared majors are assigned individually to specific BSW
half- or full-time faculty members, who then advise them for the remainder of their undergraduate
program.
Transfer students typically declare their major at the time of matriculation or within the following
semester. They meet with the BSW Chair either during transfer orientation or right at the start of
their program. Sophomore transfers will first be advised by OAAA professional advisors and then
will follow the same procedure as all other Social Work students. Junior transfers are assigned to a
Social Work Faculty Advisor during their first term.
In the BSW program, students are required to meet with advisors in order to be cleared to register
for each semester. In order to follow student progress, advisors maintain a record on each student
which contains a student contact form, a log of student/advisor contacts, the questionnaire and
forms filled at the time of the Welcome Interview, the student’s academic map or program plan,
degree audit forms, practicum documents, and other forms relevant to each student’s progress.
These records are kept in a central location monitored by the Social Work Faculty Assistant and
are in file cabinets that can be locked to assure student privacy.
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BSW PROGRAM
ENTRANCE QUESTIONNAIRE
Date:
Student Name (Print):
Phone Number:
Transfer Student: Yes No (Circle one) Freshman Sophomore Junior Senior
Please answer the following questions thoughtfully and in full sentences:
1. Describe two significant events or persons that have influenced your decision to choose
social work as your major.
2. If you had any prior volunteer or paid experience working with children, adolescents,
adults or families, please describe. Include your two placements for Human Growth and
Development (HGD) at Wheelock or elsewhere. Note what parts of the job you found most
rewarding.
3. What is your perception of what social workers do?
4. What characteristics/strengths do you have that relate to your choice of social work as a
profession?
5. What questions do you have about the BSW major at Wheelock or about the profession of
Social Work?
6. The advising process is a very important one at Wheelock. The following questions are
meant to give us an understanding of how advising can be helpful to you:
7.
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a)
How would you describe your learning style?
b)
What are your strengths and challenges as a learner?
c)
In what ways can your advisor be most helpful to you in meeting the
challenges you may experience in completing the BSW Program?
THE BSW FIELD PRACTICUM: BASIC FACTS
Program Emphasis and Orientation
The curriculum emphasizes the strengths perspective, the primacy of systems theory,
the generalist practice method, and the importance of human rights and social justice.
The faculty believes that there are common components of all social work practice. These
include knowledge, values, and skills which are applicable to a wide range of client systems,
problems, and settings. Preparation for generalist practice involves the learning of a
problem-solving process that enables the practitioner to intervene on the individual, family,
group, organization, and/or community level. The problem-solving process progresses from
engagement to data collection, assessment, planning, contracting, intervention, evaluation,
and termination. The ecological perspective of systems theory emphasizes the
environmental contexts in which people function. The lens of human rights and social
justice is used in all work with clients.
Purpose of the Practicum
To give students the opportunity to apply theory to practice and to develop a core group of
skills for generalist practice with diverse people and communities. To begin to apply social
work ethical principles and to initiate the process of identification as a professional social
worker.
Duration
This is a 2-semester practicum: Fall/Spring (beginning of September to end of April).
Generally, there is no practicum during the College’s one-month winter break and one-week
spring break, although this is dependent on the requirements of the practicum agency and
should be discussed with the practicum site in advance of each impending break. The
Council on Social Work Education mandates a minimum of 400 hours for the full academic
year. In this program, students complete 200 hours each semester.
Days and Hours
During the Fall/Spring semesters, students attend two full days, typically Monday and
Wednesday, completing a minimum of 16 hours per week. With the consent of the Field
Instructor, students may make other arrangements with the agency provided that
practicum hours do not conflict with classes.
Supervision
To meet accreditation standards set by the Council on Social Work Education, the student in
the social work practicum must be supervised by someone with a social work degree. To
meet Massachusetts licensing requirements, supervision must be provided by an individual
who holds an MSW (post MSW two years) and is licensed at the LCSW or LICSW level. A
minimum of one hour per week of face-to-face supervisory conference is required.
The Students
The practicum is taken by Social Work majors in their senior year. Prior to entry into the
practicum, students (with the exception of some transfer students) have had a variety of
field experiences in the community and have completed relevant courses: Introduction to
Social Work, Human Growth and Development (includes two 30 hour, semester long
placements), Social Welfare Policy and Services, Dynamics of Oppression & Privilege, and
the first course in the Social Work Practice Methods sequence. Students must also have
completed the Wheelock Literacy and Communication exam (WLCE). In preparation for
his/her meeting with the Social Work Field Education department, the student must have
completed: a Field Information Sheet (found in the appendix), a current resume and the
acknowledgement of understanding of practicum policies forms, which follow:
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BSW PROGRAM
ACKNOWLEDGMENT OF UNDERSTANDING OF PRACTICUM
POLICIES
To be completed by each student and advisor in the fall of the student’s junior year.
This is to acknowledge that I have read the following section in the Social Work Student
Handbook and Field Practicum Manual and have discussed these policies with my
advisor.
 Practicum placement process
 Continuation in practicum
 Policy regarding incomplete grades
 Minimum grade policy
 Reinstatement in practicum
I understand the following:
1. Before entrance into a practicum is permitted, I will review my total record with my
advisor. If I am a transfer student, I may not enter a practicum until I have successfully
completed one 16-credit semester and have earned at least 66 academic credits. As a
student in practicum, I may not register for more than 16 credits during a practicum
semester unless I submit the “Request for Credit Overload During a Practicum” form to
my academic advisor for discussion and approval and then to the Associate Dean of
Social Work.
2. If I do not meet all of the requirements for entering practicum (completion of at
least 66 credits and all sections of the Wheelock Literacy and Communication Exam
[WLCE], attainment of a GPA of 2.0, and a minimum grade of “C” in HDP 120/121
and HDP 122/123: Human Growth and Development I and II, SWK 205:
Introduction to SWK, SWK 227: Dynamics of Oppression/Discrimination, SWK 355:
Social Welfare Policy and Services, and SWK 440: SWK Practice and Skills Lab I), I
will not be permitted to begin practicum even though I may have participated in the
placement process.
3. If I get a grade lower than “C” in SWK 450: Social Work Practice and Skills Lab II in
first semester of senior year, I will need to wait until the following fall to retake
this course and will not be able to continue with the practice/practicum sequence
in the second semester.
4. If I obtain a grade lower than “C” in either SWK 345: Human Behavior and the Social
Environment or SWK 268: Social Research or HDP 264: Research Methods if taken
during the first semester of my practicum, I may remain in my practicum but must
repeat the course(s) and obtain at least a “C” to graduate. (Repeating either of these
courses requires completion of the “Request for Continuance” form; and taking the
second semester of practicum without having completed these prerequisites requires
completion of the “Special Permission” form.) My graduation date may have to be
delayed to complete this requirement.
5. If I get a failing grade in practicum, I must seek permission of the Scholastic
Review Board (SRB) to repeat practicum by following the College’s procedures
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for reinstatement.
6. If I determine the need to withdraw from practicum, I will receive a failing grade
unless I petition and receive approval from the SRB for consideration of extenuating
circumstances.
7. If I receive a grade of Incomplete in either SWK 450: SWK Practice and Skills Lab II
or SWK 460: SWK Field Practicum & Seminar I in the first semester of senior year, I
will need to complete all work successfully and submit it to the instructor so that
the Incomplete is changed to a satisfactory grade prior to re-entering practicum.
Student Signature
Print Student Name
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Advisor Signature
Date
BSW PROGRAM
FIELD PRACTICUM PLANNING AND PLACEMENT CONTRACT
This contract is to acknowledge that I have read the field practicum placement process
outlined here and in the Social Work Student Handbook and Field Practicum Manual. Based on
the criteria stated in the manual, and repeated on the previous page of this document, I am
eligible to begin the planning and placement process for my senior year field practicum in the
BSW Program.
I agree to:
1. Meet with my academic advisor no later than midterm of the fall semester of my
junior year (can be during the course registration meeting) to review the placement
process, to discuss any concerns or questions I may have regarding the practicum
policies and the practicum planning and placement process, and to acknowledge my
understanding of, and agreement with, the process and policies by signing both pages
of this form.
2. Attend all group and individual meetings scheduled to discuss the senior field
practicum placement process and experience.
3. Submit the Field Information Sheet and updated resume required for the
placement process prior to meeting with the Social Work Field Education Office.
4. Adhere to the time frame agreed upon in meeting with my assigned Social Work
Field Education staff and keep her/him informed as to the progress of my
placement interviews.
5. Check my Wheelock email and voicemail daily and inform the Field Education
staff of any change in my contact information.
6. Contact the Field Education staff and my Academic Advisor if additional
assistance would be helpful with any questions or concerns I may have
regarding this process.
I understand that:
As part of the placement process, students will select and prioritize three sites where they
would like to have their resume sent one at a time for consideration of an interview. If a
student goes on three interviews and either chooses to decline or is declined an internship,
the Social Work Field Education Office reserves the right to consult the Program Chair about
the student moving forward in the field selection process. It will be the responsibility of the
Social Work Field Education Office, the Program Chair, and Associate Dean to determine if
the student is an appropriate fit for the Social Work Program at this time.
I also understand that:
Information that I have communicated to a faculty member, my advisor, or practicum
supervisor may be shared with the Social Work Leadership Team or other members of the
faculty or Wheelock Student Success Team if it is felt that this information affects my wellbeing or ability to carry out my responsibilities as a BSW student.
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My academic advisor has reviewed my responsibilities with me and has answered
my questions to my satisfaction. I understand that failure to carry out the
obligations outlined above will result in a delay in the practicum planning and
placement process and, consequently, in a reduced pool of available practicum
sites for me.
Student Signature
Print Student Name
74
Advisor Signature
Date
INTEGRATION WITH COURSE CONTENT
The curriculum of both the BSW and MSW programs contains the purposeful integration of material
embodying theory and evidence-based practice with learning that takes place in all levels of the
field practicum experiences (BSW senior year, MSW Foundation year, and MSW Concentration
Year). In the BSW Program, all pre-practicum courses relate content to experiences with clients that
students will encounter in the future or have experienced in other settings. In the senior year,
several of the practice course assignments in both semesters require students to use examples from
the field in their exploration and analysis. Similarly, during this year, students are asked to
demonstrate application of theories and concepts learned in class to their work with clients in their
practicum settings in the context of the practicum seminars and Field Instructor supervision. In the
MSW program, students are in the field throughout the Foundation and Concentration Years, which
also provides the opportunity for this integration and reapplication of client-related content in the
context of practice courses accompanying the practicum. In addition, other non-practice courses
also intentionally relate content learned with student experiences in the field.
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VI.
THE MASTER OF SOCIAL WORK (MSW) PROGRAM
DEGREE REQUIREMENTS AND COURSE DESCRIPTIONS
For a detailed outline of degree requirements of the Master of Social Work (MSW) Program
and description of courses please refer to the Wheelock College Catalog and the Wheelock College
website.
ADMISSION TO MSW PROGRAM
The MSW Program is looking for students who reflect the program’s overall mission, goal, and
philosophy. We have learned from application materials and from students and alumni that the
attraction to our program is multi-fold: resonance with the college’s overall mission to improve the
lives of children and families, which is deeply embedded in the MSW Program focus on children and
families who are most disadvantaged and oppressed; the program’s core philosophy of a
commitment to advancing human rights and social and economic justice; and lastly, the ideal of
being educated and prepared with advanced competency, knowledge, and skills as a professional
social worker who recognizes that all content areas of an MSW education (theory, research, policy,
and practice) are examples of social work practice. As a program, we seek applicants who desire to
make a commitment to human rights and social and economic justice—an education that develops
and facilitates their professional identity towards becoming a justice-based practitioner–as the
core of the profession’s purpose. In compliance with the standards set by CSWE, the MSW program
does not grant credit for life or work experience.
Admission Criteria – The specific requirements for admission into the MSW Program are:
1.
As part of the admissions process to the MSW Program, all applicants are required to
provide official transcripts showing degree conferral from accredited undergraduate
programs and any completed graduate coursework. These transcripts from prior
undergraduate and relevant graduate coursework must bear the college seal and arrive
in unopened envelopes.
2.
A grade point average of 3.0 or higher in the last two years of undergraduate study.
3.
Some paid and/or volunteer human service experience.
4.
An undergraduate education that reflects preparedness in the liberal arts and sciences.
Specifically, applicants are required to have a minimum of 18 credit hours of study in the
social sciences, behavior and life sciences, and the humanities. Applicants must have
acquired content in human biology and statistics as part of their liberal arts prerequisites for
admission. Accepted applicants who have not completed Human Biology and/or Statistics
are required to take such course(s) either before (during the summer) or concurrent with
(fall semester) the start of their first graduate semester.
5.
A written essay that reflects an interest in the social justice mission of the profession and a
particular interest in the focus of the Wheelock MSW Program.
6.
Three (3) letters of reference are required. One should be of an academic nature from a
faculty member who is familiar with the applicant's academic work (e.g., a former
professor or instructor). The second reference should be from an individual who can
discuss the applicant's work or relevant experience. The third letter may be either
academic or professional at the applicant's discretion. References from family members
and/or friends are not acceptable. Please note that additional letters of reference may be
requested at the discretion of the Admission Committee. Applicants to the Social Work
Advanced Standing program must provide a reference from their field liaison, field
instructor, or director of the BSW program from which they graduated along with their
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senior year fall and spring field evaluations.
Request for Change of MSW Program Plan
All Foundation Year MSW students are accepted on either a full-time or part-time (3-year or
4-year) basis. All Advanced Standing MSW students are accepted on either a full-time or part- time
(2+year) basis. If a student wishes to change the Program Plan from the approved status at the time
of acceptance, she/he must submit a “Request – Change of MSW Program Plan” form, signed by the
student and Faculty Advisor, to the MSW Chair. All requests will be considered carefully, taking into
account the learning needs of the student, progress in the program to date, and the external needs
and resources of the MSW program. Students must meet with their advisors to discuss the
compelling need for a change in program plan/status and should plan to request a change as far in
advance of any internship-placement time period as possible, so that options for successful
placement in the best possible internship site are maximized.
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Wheelock College – Master of Social work Program
Request – Change of MSW Program Plan
Student Name:
Date:
(Print)
Date you entered (or plan to enter) the MSW program:
Current Program Plan:
Foundation Year:
FT
3-yr plan
3-yr Intensive
4-yr plan
PT
Advanced Standing: FT
Other (explain)
Requested Program Plan:
Foundation Year:
FT
3-yr plan
3-yr Intensive
Advanced Standing: FT
Other (explain):
Reason for requesting change in program plan:
New Anticipated Date of Graduation:
Signatures:
Student:
Advisor:
MSW Chair:
Office use only:
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Date:
Date:
Date:
Program Plan upon Acceptance:
4-yr plan
PT
MSW ADVISING
Advising is a central process in social work education and, as such, is congruent with the
profession’s emphasis on the mentorship, guidance, and supervision that social workers provide to
each other throughout the duration of their professional careers. In the MSW Program, at both the
Boston and Worcester locations, advising begins the moment a prospective student inquires about
the Program. From the very start, the MSW Program Chair, assisted by full- and half-time program
faculty members, respond to interested individuals by phone, email, or by inviting them in for a
campus visit. The MSW Program Chair and faculty members also represent the MSW Program at all
admissions events, graduate open house events, and other college-wide sessions that are attended
by potential applicants and their families. At these events, the attempt is made to educate those in
attendance about the profession of social work as a whole and about the mission and justice-based
emphasis of the MSW Program in particular. Frequently, these initial informational meetings
initiate the beginning of relationships which continue when applicants actually become students.
In both locations of the MSW Program, every accepted student is assigned a Faculty Advisor. In
order to provide advising of the highest quality, all students in the MSW program are advised by
full-time, tenure-track and tenured faculty, or by full- and half-time salaried contractual faculty.
Whenever a new faculty member becomes a Faculty Advisor, the new advisor is mentored and
supported by the MSW Program Chair for purposes of orientation and to ensure that the new faculty
advisor fully understands the program and is able to advise in accordance with programmatic
expectations. The Faculty Advisor has access to the student’s academic and course history,
unofficial transcript, academic warnings (COMPASS referrals) issued by faculty, and the Faculty
Field Liaison’s evaluation of the student’s performance in practicum. The student may choose to
share her/his admission materials with the advisor.
Advising begins in the summer prior to matriculation when incoming students receive a letter with
the name and contact information of their Faculty Advisor. Students and faculty are in
communication from this point on via email, telephone, and/or in person meetings. Particularly
during the summer recess, the MSW Program Chair serves as the interim advisor, being available to
answer questions about the program. During the fall orientation program, before the beginning of
classes, students meet in small groups with their Faculty Advisor, and the formal advising
relationship begins at that time. Meetings between the student and advisor take place at least once
per semester. Students can also schedule meetings to see their advisor more frequently. In practice,
most students meet with their advisors on a more frequent basis for purposes that include course
planning, selection of graduate electives, discussion of specific current and post-graduate learning
goals, and other issues identified by the student or advisor, with either one initiating initiate contact.
Social Work Faculty Advisors have posted office hours and are flexible in providing additional times
to meet with students in person or through telephone conferences.
The Faculty Advisor is a source of information and support to the student throughout the course of
study in the MSW Program. The following are some of the Faculty Advisor’s responsibilities:




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explain the program’s curriculum, explain the student’s academic plan from the start of the
program to graduation, and guide students in the selection of elective courses to meet the
degree requirements and the student’s learning goals
periodically evaluate the student’s performance and progress in the program
contact the student when an academic warning (COMPASS Report) has been issued and
jointly determine what additional services may be needed by the student (see COMPASS
diagram below)
refer the student to supportive services, such as counseling (through the college’s
Counseling Center), writing assistance, and the like





discuss with the student various fields of social work so that the student can make
informed choices about field study, practicum assignments, and future work plans upon
graduation
encourage the student to participate actively in college and department activities, social
work month celebrations, and the National Association of Social Workers (NASW) so that
she/he may develop a professional identity
inform and review with the student all relevant program and college policies, pointing out
students’ right and responsibilities, and work closely with the student and other faculty to
facilitate the best learning environment should concerns arise about the student’s academic
or non-academic behavior
discuss academic and/or career options with a student who is being asked to leave the
MSW Program or who has decided voluntarily to withdraw from the program of the
college
Fill out and sign forms called for by the college’s or department’s academic policies.
One of the major roles and responsibilities of the Faculty Advisor, in partnership with the student, is
the ongoing evaluation of student performance towards mastery of core competencies and
advanced practice behaviors. This process takes place through individualized advising
appointments scheduled over the course of the academic year, and also through the use of the
Student Support Team. Composed of half- and full-time social work faculty, this team meets once
each semester to review the progress of all students attending in both locations of the program. The
team addresses areas of particular strength in classroom learning and the field, academic progress,
professional behavior and development, and writing skills. This strengths-based approach, which
allows for acknowledgement of a student’s abilities as well as areas which may need attention and
improvement, is consistent with the mission of the MSW Program. Following the review, the Faculty
Advisor shares the constructive feedback of the team with each advisee within a two week period
and follows up in order to support the student in addressing any needs that are identified (e.g.
helping the student access resources for writing assistance). We are committed to having the
review process be one of the many ways to provide all students with the most supportive
educational environment possible. To that end, we are in continuous review of the team’s
effectiveness, as with all other program activities, and welcome student and Field Instructor input at
any time.
Advising Students with Disabilities
Faculty Advisors also work with several offices in the college including the Office of Academic
Advising and Assistance (OAAA) to meet the needs of social work students with disabilities. The
goals of this office are to ensure that all students with disabilities can actively participate in all facets
of college life by providing and coordinating reasonable accommodations and support services and
to increase the level of disability awareness among all members of the college community. Students
are coached in learning to articulate their learning needs, in becoming their own advocates, and in
using campus resources effectively. Students with documented learning or physical disabilities who
require accommodations or support are asked to self-identify to the Coordinator of Disability and
Support Services in the OAAA before matriculating. Accommodations are based on appropriate
documentation from qualified evaluators. The OAAA will assist students in developing an
appropriate plan of academic support. The OAAA Office encourages open communication by
soliciting student inquiries, facilitating student-faculty dialogue, and providing consultations to
students and faculty on disability-related issues. In addition, the OAAA collaborates with other
campus offices to offer awareness programs and training seminars on such issues as the impact of
learning disabilities in the college classroom, the implications of the Americans with Disabilities Act
(ADA) and FERPA for educators, and helping students with disabilities succeed in internships and
practica.
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Wheelock College – MSW Program
ACKNOWLEDGMENT OF UNDERSTANDING OF PRACTICUM POLICIES
This is to acknowledge that I have read the following and discussed these policies with the Social Work
Field Education Office staff.
 Practicum placement process
 Continuation in practicum



Policy regarding incomplete grades
Minimum grade policy
Reinstatement in practicum
I understand the following:
1. All part time Foundation Year students will begin their practicum in the second year of their program.
2. If I get a failing grade in SWK 540: Generalist Social Work Practice I, or SWK 541: Generalist Social
Work Practice II, SWK 550: Social Work Field Practicum and Seminar I or SWK 551: Social Work Field
Practicum and Seminar II, I will not be able to continue with the practice/practicum sequence in the
second semester, and I will need to retake this course the following year. If I get a failing grade in SWK
640: Social Work Practice with Children and Families I, or SWK 641: Social Work Practice with Children
and Families II, SWK 650: Social Work Field Practicum and Seminar I or SWK 651: Social Work Field
Practicum and Seminar II, I will not be able to continue with the practice/practicum sequence in the
second semester, and I will need to retake this course the following year. My graduation date may be
delayed to complete this requirement.
3. If I obtain a grade lower than B- in any course other than SWK 550/551, SWK 540/541, SWK 640/641,
or SWK 650/651, I may remain in my practicum but must repeat the course(s) and obtain at least a Bto continue in the program. My graduation date may be delayed to complete this requirement.
4. If I get a failing grade in practicum, I must seek permission of the Graduate Review Board (GRB) to
repeat practicum by following the College’s procedures for reinstatement.
5. If I determine the need to withdraw from practicum, I will receive a failing grade unless I
petition and receive approval from the GRB for consideration of extenuating circumstances.
6. “Incomplete” grades are only given in extenuating circumstances and need to be approved by the
Faculty Field Liaison and Social Work Field Education Office.
7. If I receive a grade of “Incomplete” in SWK 550/551, SWK 540/541, SWK 640/641, SWK 650/651, I
will need to complete all work successfully and submit it to the Faculty Field Liaison and Social
Work Field Education Office so that the Incomplete is changed to a satisfactory grade prior to reentering practicum.
Student Signature
Date
Print Student Name
Social Work Field Education Staff Signature
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Date
Wheelock College – MSW program
FIELD PRACTICUM PLANNING & PLACEMENT CONTRACT
This contract is to acknowledge that I have read the field practicum placement process outlined below.
I agree to:
1. Schedule a meeting with the Social Work Field Education office immediately after I have deposited if I
am a full-time Foundation year, or an Advanced Standing student, and in response to e-mail
communication from the Social Work Field Education Office if a part-time Foundation year student.
The purpose of the meeting is to review the placement process, discuss questions I may have
regarding the practicum policies and the practicum planning and placement process, and
acknowledge my understanding of, and agreement with, the process and policies by signing both
pages of this form. Please note that most field placement sites require students to be available during
typical business hours, Monday-Friday, 8 a.m. – 5 p.m. A very limited number of field placement sites
may be able to accommodate internship hours in the evenings and on weekends and cannot be
guaranteed.
2. Provide the Social Work Field Education Office with an electronic copy of my resume and complete the
Field Information Application form prior to my meeting.
3. Adhere to the time frame agreed upon in meeting with my assigned Social Work Field Education staff
and keep her/him informed as to the progress of my placement interviews. Notify the Social Work
Field Education staff when contacted for an interview, and also after the interview, if an offer is
extended or not.
4. Check my Wheelock and my personal email and voicemail daily and inform the Social Work
Field Education staff of any change in my contact information.
5. Students who would like to utilize the “Flexible Field” option must have this approved by the
practicum site and fill out the associated paperwork prior to September 12th.
6. Students who would like to utilize the “Internship at Employment” option must have this
approved by the Social Work Field Education Office and have the associated paperwork
completed and submitted prior to September 12th.
7. Contact the Social Work Field Education Office or the MSW Program Chair if additional assistance
would be helpful or if I have any questions regarding this process.
I understand that:
As part of the placement process, students will select and prioritize three sites where they would like to have
their resume sent, one at a time, for consideration of an interview. If a student goes on three interviews and
either chooses to decline or is declined an internship, the Social Work Field Education Office reserves the
right to consult the Program Chair about the student moving forward in the field selection process. It will be
the responsibility of the Social Work Field Education Office, the Program Chair, Faculty Advisor and Associate
Dean of Social Work, to determine if the student is an appropriate fit for the Program at the current time.
The Social Work Field Education Office staff member has reviewed my responsibilities with me and
has answered my questions to my satisfaction.
I understand that failure to carry out the obligations outlined above will result in a delay in the practicum
planning and placement process and, consequently, in a reduced pool of available practicum sites for me.
Student Signature
Date
Print Student Name
Social Work Field Education Staff Signature
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Date
FOUNDATION YEAR CONTENT AND STRUCTURE
The Wheelock College graduate social work curriculum is organized around a set of Foundation Year
Practice Behaviors that are expressed in courses, curricular themes, field practicum, and other social
work activities that prepare students for generalist social work practice with individuals, families,
groups, organizations, and communities. The Foundation Year Practice Behaviors are the
measurable components of 10 Core Competencies provided in the Educational Policy and Standards
(EPAS) of the Council on Social Work Education. The Wheelock College MSW program
contextualizes these 41 practice behaviors within the college mission, program mission and goals
and describes the knowledge, skills, and values students need to acquire and apply to their practice
so that people and communities that have challenging life circumstances, particularly by oppression,
poverty, and discrimination, can experience a sense of health and well-being.
All of the degree requirements and course offerings in the Foundation Year of the MSW Program,
both in Boston and Worcester, have been developed to provide students with the foundation of
knowledge, values, and skills that comprise generalist practice. This area of social work is best
defined by the Council on Social Work Education:
“Generalist practice is grounded in the liberal arts and the person and environment
construct. To promote human and social well-being, generalist practitioners use a range of
prevention and intervention methods in their practice with individuals, families, groups,
organizations, and communities. The generalist practitioner identifies with the social work
profession and applies ethical principles and critical thinking in practice. Generalist
practitioners incorporate diversity in their practice and advocate for human rights and
social and economic justice. They recognize, support, and build on the strengths and
resiliency of all human beings. They engage in research-informed practice and are proactive
in responding to the impact of context on professional practice” (EPAS, 2008, Educational
Policy B2.2).
The set of Foundation Year Practice Behaviors describes what constitutes the social work
foundation content and how students will acquire it. Students will be prepared through their
courses, field work, and other learning experiences to learn and apply the 10 core competencies
and 41 practice behaviors that comprise the Educational Policy and Accreditation Standards
developed by the Council on Social Work Education (See Section II Introduction to the Social Work
Profession).
These Foundation Year Practice Behaviors incorporate the core set of required, sequential
foundation courses in five substantive areas: theoretical foundations of human behavior and the
social environment, the history of social welfare and social policies, foundational research methods,
generalist social work practice, and the field seminar and practicum. The field practicum requires a
minimum of 16 hours a week in a field agency. In the first year of the field practicum, students
bring to the field the knowledge, skills, and values they are learning in the classroom, and bring
back to the classroom the experiences within the field, in an attempt to apply theory, historical
knowledge, and practice wisdom. They are also testing their ability to apply theory and knowledge,
as well as historical, economic, and cultural context, to their experiences with individuals, families,
and groups of all sizes. The Foundation Year requires a minimum of 30 credits for students (15 per
semester) who are enrolled in a two year, full-time, 60 credit program. Both Boston and Worcester
students have the option to complete the program part-time (5 or more credits per semester), and
therefore credit load may vary by semester. The offerings by semester are illustrated in the
various program plans provided in the Wheelock College Catalog and on the college website.
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The field components of the MSW Program follow the Educational Policy of the Council on Social
Work Education which considers Field Education to be the Signature Pedagogy.
“Signature pedagogy represents the central form of instruction and learning in which a
profession socializes its students to perform the role of practitioner. Professionals have
pedagogical norms with which they connect and integrate theory and practice. In social work,
the signature pedagogy is field education. The intent of field education is to connect the
theoretical and conceptual contribution of the classroom with the practical world of the
practice setting. It is a basic precept of social work education that the two interrelated
components of curriculum, classroom and field are of equal importance within the curriculum,
and each contributes to the development of the requisite competencies of professional
practice. Field education is systemically designed, supervised, coordinated, and evaluated
based on criteria by which students demonstrate the achievement of program competencies”
(EPAS, 2008, Educational Policy 2.3).
Concentration Year Content and Structure
Building on the Foundation Year’s generalist practice behavior, a second component of the MSW
Program is a set of advanced practice behaviors that describe the program’s definition of advanced
practice behaviors along with knowledge, skills, and values, and the content students will acquire to
graduate as advanced, justice-based social work practitioners. The Concentration Year Advanced
Practice Behaviors have been crafted by Wheelock College faculty as the advanced measurable
components of the 10 Core Competencies provided in the 2008 Educational Policy and Standards
(EPAS) of the Council on Social Work Education. The advanced year emphasizes a single
concentration on human rights and justice-based practice with children and families that specifically
prepares students to effect change in the issues implicated in their life chances and well-being,
particularly for families who are at-risk for or are experiencing discrimination, poverty, violence,
special health and education needs, and the like.
All of the degree requirements and course offerings in the Concentration Year of the MSW Program
have been developed to provide students with the opportunity to build on the foundation of
knowledge, values, and skills that comprise generalist practice, and which reach to a level of
nuanced understanding, application, and reflective practice with children and families. In the
concentration year, content is more specialized and integrated horizontally across the
concentration year curriculum. This area of social work is best defined by the Council on Social
Work Education:
“Advanced practitioners refine and advance the quality of social work practice and that of the
larger social work profession. They synthesize and apply a broad range of interdisciplinary
and multidisciplinary knowledge and skills. In areas of specialization, advanced practitioners
assess, intervene, and evaluate to promote human and social well-being. To do so they suit
each action to the circumstances at hand, using the discrimination learned through experience
and self-improvement. Advanced practice incorporates all of the Core Competencies
augmented by knowledge and practice behaviors specific to a concentration.” (EPAS, 2008,
Educational Policy M2.2).
ADVANCED PRACTICE BEHAVIORS
Students will be prepared, through their courses, field work, and other learning experiences, to
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demonstrate their ability to do the following:
Professional Identity
Demonstrate integration of self-reflection and self-care, applied differential use of self, and growth
through use of supervision and consultation in service of the development of a professional social
work identity that is action-oriented, strengths and justice based, and progressively taking a
leadership stance in all professional settings.
Ethical Practice
Demonstrate the capacity to analyze complex individual, family, group, organizational, and
community issues and solutions that directly apply to social work ethics, reasoning, and practice
principles that advance human rights and social and economic justice.
Critical Thinking
Apply principles of logic, scientific inquiry, and reasoning discernment. Critical thinking also
requires the synthesis and communication of relevant information. Utilize critical thinking
augmented by creativity, curiosity, and continual professional development.
Diversity
Develop an increasingly explicit and integrated approach to global human diversity applying an
intersectional analysis to the evaluation and articulation of the effects of power and privilege,
including one’s own location in these dynamics.
Human Rights
Design, analyze, strategize, and advocate with client systems on behalf of the human rights of
individuals and groups whose lived experiences and sociocultural memberships represent varying
degrees of power, privilege, and oppression.
Research-Based Practice
Access, assess, apply, and evaluate research findings to inform justice-based practice with children
and families.
Human Behavior
Critically evaluate and apply human behavior and the social environment theories in justice-based,
multiculturally responsible ways to promote social change.
Policy Practice
Demonstrate the ability to take a leadership role in effective collaboration in the design,
implementation, and evaluation of a policy practice that advances human rights and social justice.
Practice Context
Utilize emerging scientific and technological developments and societal trends to provide optimal
services as part of an ecosystemic and justice based approach in all areas of practice and to support
professional development and life-long learning.
Engage, Assess, Intervene, and Evaluate
Demonstrate the advanced ability to synthesize social work knowledge, skills, and values, and use
of self to plan, implement, and critically evaluate practice and collaboration with diverse
individuals, families, and larger systems.
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These advanced practice behaviors are incorporated in a core set of required, sequential
concentration courses in social policy/practice, advanced practice with children and families
accompanied by an advanced field practicum and seminar, and an integrative seminar culminating
in a human rights action project. The Concentration Year builds on and integrates the knowledge,
values, and skills gained in the Foundation Year. The field practicum requires 24 hours a week in a
field agency. During the second year of the field curriculum, students practice in an agency related
to the concentration on children and families who are at risk for multiple social conditions that
affect their life chances and well-being. Thus, in all aspects of their second year, whether policy,
practice, theory, or research, students are applying knowledge from this coursework into their
practicum and are bringing experiences, ethical dilemmas, and complex systemic realities from
their placement into the on-going discourse within their core social work courses. The
Concentration Year requires a minimum of 30 credits for students who are enrolled in a two-year,
full-time, 60 credit program. For Advanced Standing students, in addition to the 30 credits for
those students who are enrolled in a one-year, full-time, 36 credit program, 6 credits are completed
prior to the concentration year within the Summer Gateway Program.
In sum, the curriculum plan demonstrates a coherent, fully developed, 60-credit, two-year, fulltime program of study that leads to a Master’s Degree in Social Work, with a concentration area in
practice with children and families. Students show mastery of 10 Core Competencies measured
through 41 practice behaviors at the Foundation Year, and 10 advanced practiced behaviors at the
Concentration Year. The program has a defined, single concentration on children and families,
particularly those at risk for poverty, homelessness, school failure, violence, and the like. It focuses
on preparing advanced, justice-based practitioners and leaders with the knowledge, skills, and
values to intervene and effect change in the social conditions that are implicated in the life chances
and well-being of children and families.
ADVANCED STANDING MSW PROGRAM – Boston & Worcester
Any student who has earned a BSW degree within the last five years from a CSWE-accredited
program is welcome to apply for advanced standing status. Acceptance is based on faculty review of
the student’s academic record, field performance, social work related practice, references, and fit
with the Program’s mission. If accepted into the advanced standing program, students enter
directly into the Advanced Standing Summer Gateway Program. This 6-credit summer program is
designed to immerse these graduate students in Wheelock’s justice-based philosophy and the
curricular themes that are foundational to preparation for advanced graduate course and field
work. It builds on the students’ beginning competencies, knowledge, skills, and values through a
two-month intensive course and 100-hour field-based experience, furthering the mastery of the
Core Competencies and Practice Behaviors set forth in the Educational Policy and Standards
requirements of CSWE. Upon successful completion of the Gateway, the students enter into the 30credit advanced, concentration year curriculum. This curriculum provides students with advanced
professional social work knowledge, skills, and values that are strengths-based and empowerment
focused, so that, as graduates, they are able to work effectively toward justice-based change at the
individual, family, group, community, and structural/systems levels. All students in the advanced
year concentrate in social work practice with children and families that will actively advance
human rights and social and economic justice in partnership with client systems and their
providers, through the study of advanced theory, research, policy, and direct practice skills and
participation in an advanced field practicum and an integrative capstone project that is focused on
human rights action in a specific area.
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The Concentration/Advanced Year of the program is organized around a singular concentration on
human rights and justice, particularly in the lives of children, families, and their communities that
are most at risk for not being able to participate fully in society’s services, resources, and supports.
Some of the conditions that put families at risk include, but are not limited to, poverty,
homelessness, violence, substance abuse, long-term individual and group marginalization and
discrimination, incarceration, special health and education needs, immigrant or refugee status, and
religious or spiritual diversity.
Full time Advanced Standing study, offered only in the Boston location, is completed in a threesemester, one year (summer, fall and spring) schedule. Advanced Standing part-time study is
offered in both Boston and Worcester. The Boston based program is completed in a 2+ year
(summer, followed by two consecutive years of fall and spring) schedule and is a 36 credit
program. The Worcester based program is completed in one year and summer semester (summer,
fall, spring, summer) for a total of 38 credits. Classes are taught by Boston-based and adjunct
Wheelock faculty members with extensive experience and expertise working with urban
populations. Classes are conveniently held in Central Massachusetts on the campus of Anna Maria
College on weeknights. This program is also fully accredited by the Council on Social Work
Education.
MSW PART-TIME PROGRAM OPTIONS
The MSW Program provides three options for part-time students to complete the program:
three years; three years with one weekend intensive per semester and a summer session; and four
years. At the time of acceptance into the program, students are provided with these options and are
allowed to choose the option that works best for them, unless acceptance was contingent on a
specific program status enrollment. Students who begin the MSW program full-time, but for a
variety of reasons may need to change their enrollment status to part-time must do so in consult
with their Faculty Advisor.
MASTER OF SOCIAL WORK WORCESTER OFF-CAMPUS DEGREE
This 3-year part-time, 60-credit MSW program offers an educational setting in central
Massachusetts, about an hour from Wheelock College’s Boston-based campus. This program runs
in a cohort model of 20-25 students and the courses and content parallel that taught on the Boston
campus. The program is accredited by the Council on Social Work Education. Students will attain
an appropriate level of mastery of the Core Competencies and Practice Behaviors identified in the
Educational Policy and Standards established by this accrediting agency. Students complete this
program in 8 semesters, with the first summer off, taking 6-9 credits per semester. The MSWWorcester program begins in the fall semester.
DUAL DEGREE MSW AND MS IN NONPROFIT LEADERSHIP AND SOCIAL ENTREPRENEURSHIP
The dual MSW/MS in Nonprofit Leadership and Social Entrepreneurship degree offers the student
interested in human service administration careers a unique opportunity. Students will develop
justice-based social work competence, nonprofit leadership and social entrepreneurship skills, and
the general orientation to human services that is necessary to perform as a leader in the human
services sector. Dual degree graduates are well positioned to become administrators and policy
leaders in organizations that deliver social services.
While completing their requirements for the MSW Program, students begin coursework for the
Nonprofit Leadership and Social Entrepreneurship Master’s degree. The completion of this
program prepares students to take on administrative, executive, and leadership positions.
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Through a series of required courses and advanced electives, students gain the knowledge, skills,
and values necessary to assume leadership roles. Students will learn to build effective
multicultural organizations, where the talents and contributions of individuals from diverse
backgrounds are recognized, respected, and valued.
Students complete the MSW degree in its entirety and are eligible for social work licensure,
enabling them to work as a social worker while they complete the final part-time year of Nonprofit
Leadership and Social Entrepreneurship courses. There are three program options. Students can
enroll in the Dual Degree program as full-time, part-time, or Advanced-Standing MSW students.
GRADUATE CERTIFICATES
In consultation with their Faculty Advisor, MSW students can consider completing a graduate
certificate within their program. MSW graduate program plans provide six elective credits. These
credits, along with additional certificate course credits, allow students to complete their certificate
of interest usually within one year. Once a student has identified her/his certificate of interest,
she/he must complete the “Certificate Declaration Form,” have it signed by the Faculty Advisor, and
then submit it to the Director of the designated certificate.
Early Childhood Mental Health
This certificate prepares masters-level social workers to provide mental health services to children
and their families in a variety of early childhood settings. Through the four courses of this
certificate, social work students will develop expertise in early childhood development, psychosocial risk and resilience, clinical practice with young children and families, and consultation to
early care and education providers. All courses emphasize culturally relevant, strengths-based, and
evidence-informed approaches to assessment and intervention.
Medical Social Work: Healthcare Advocacy and Practice in Health Care Settings
This 12-credit certificate is designed to prepare masters-level social work students to enter into the
health care field in a variety of social work roles. The certificate combines theoretical approaches
with hand-on skills to prepare social workers for demanding and fast-paced health care
environments.
Nonprofit Leadership and Social Entrepreneurship
This 12-credit program provides the additional knowledge and skills needed to take on leadership
and executive positions in a variety of settings. Nonprofit organizations are among the largest
employers in Massachusetts, yet trends predict a shortage of qualified leadership in the coming
years. This certificate is designed to address these emerging trends by providing students with the
theory, skills, and knowledge needed to advance in nonprofit management. The four courses in this
program can also fulfill some of the requirements for the MSW degree.
MSW FIELD PRACTICUM
The field practicum enables students to integrate the knowledge and skills they are learning in the
classroom with hands-on, agency-based experience with clients and client systems. It is also an
opportunity for students to affirm the values of the profession and to learn what it means to be an
ethical, justice-based social work practitioner. Specific to the program year, students are required
to complete a minimum number of hours in the field for the academic year. These required hours
meet and may exceed the requirements for field hours consistent with the curriculum policy
statement provided by the Council on Social Work Education (CSWE). The following policies and
procedures govern the practicum experience for students.
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According to the 2008 Educational Policy and Accreditation Standards (EPAS) of CSWE, field
education is the “signature pedagogy” of social work education. As such, it “represents the
central form of instruction and learning in which a profession socializes its students to
perform the role of practitioner.” The Wheelock College Social Work Field Practicum
Policies are constructed and implemented to reflect this formulation.
FOUNDATION YEAR FIELD PRACTICUM
During the Foundation Year practicum, students are expected to apply the generalist practice
perspective they are learning through classroom-based courses and to have experiences with
individuals, groups, families, organizations, and communities. The Foundation Year objectives guide
the expectations for student performance and outcomes. All Foundation Year students in Boston
and Worcester are expected to:
 be on site at least 16 hours weekly over the course of the academic year of the
Foundation practicum, completing a minimum total of 480 hours for the full academic
year;
 engage weekly in at least one hour of face-to-face supervision provided by an MSW who
has at least two years of post-graduate experience and is preferably licensed at the
LCSW or LICSW level; and,
 commit to the placement for a full academic year, regardless if minimum hours are fulfilled
prior to the end of the academic calendar.
FOUNDATION YEAR PRACTICUM LEARNING OUTCOMES
At the end of the Foundation Year, students will be able to do the following:
 demonstrate the ability to practice with individuals, families, groups, organizations, and
communities, including populations at risk, from an ecological and systems perspective;
 demonstrate the ability to apply knowledge and research about culture, gender, sexual
orientation, race, ethnicity, social class, and the like and to practice approaches that
celebrate differences and affirm human rights and social justice;
 demonstrate knowledge of the needs of clients and client systems, knowledge of
community resources and service delivery systems, and the ability to obtain services for
clients and client systems;
 demonstrate the ability to practice according to the NASW Code of Ethics;
 demonstrate the ability to practice using strengths-based and empowering approaches;
 demonstrate the ability to interview, build relationships, assess, intervene, and evaluate
diverse clients and client systems;
 demonstrate the ability to assess service delivery systems from a human rights, social and
economic justice, and values and ethics perspective in order to begin to learn how to
equitably distribute services, resources, and supports for all clients and client systems;
 demonstrate the ability to use family-centered and community-based practice approaches;
 demonstrate the ability to evaluate one’s own practice in relation to personal values,
attitudes, beliefs, and behaviors;
 demonstrate the ability to use knowledge from social policy, social research, and human
behavior and the social environment to inform and improve practice;
 demonstrate the ability to understand the use of interprofessional, collaborative approaches
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
to obtain and provide services which are integrated, coordinated, and identified as helpful
by clients and client systems; and,
demonstrate understanding and effective use of supervision.
CONCENTRATION YEAR FIELD PRACTICUM
During the Concentration Year practicum, students will be placed in an agency/setting where they
can demonstrate advanced skills and practices which focus on some aspect of work with children
and families, particularly groups of children and families whose life chances and well-being are
challenged by issues of poverty, homelessness, violence, and the like. The Concentration Year
objectives guide the expectations for student performance and outcomes.
Because the Worcester MSW Program was designed for part-time students, the Concentration year
field placement reflects necessary student needs.
All Concentration Year students in Boston are expected to:
 Be on site at least 24 hours weekly throughout the Concentration Year, completing a
minimum total of 720 hours for the full academic year.

Engage weekly in at least one hour of face-to-face supervision provided by an MSW who has
at least two years of post-graduate experience and is licensed at the LCSW or LICSW level.

Commit to the placement for a full academic year, regardless if minimum hours are fulfilled
prior to the end of the academic calendar.
All Concentration Year students in Worcester are expected to:
 Be on site at least 16 hours weekly throughout the concentration year (fall, spring, and
summer), completing a minimum total of 720 hours for the full academic year including the
summer.

Engage weekly in at least one hour of face-to-face supervision provided by an MSW who has
at least two years of post-graduate experience and is licensed at the LCSW or LICSW level.

Commit to the placement for a full placement period, regardless if minimum hours are
fulfilled prior to the end of the placement period.
CONCENTRATION YEAR PRACTICUM LEARNING OUTCOMES
At the end of the Concentration Year of study, students will be able to do the following:
 demonstrate the ability to apply advanced practice skills autonomously and independently
to work with vulnerable and disadvantaged groups of children, families, and communities;
 demonstrate leadership in applying family-centered, community-based, strengths-based,
and diversity- affirming approaches to practice with vulnerable and disadvantaged groups
of children and families;
 apply advanced knowledge of human behavior, the social environment, policy, and
research to the obstacles facing children and families;
 demonstrate the ability to plan, research, organize, and advocate for new services,
resources, and supports needed for children and families, particularly immigrant and
refugee families, families experiencing violence, families whose children have special
health and education needs, and the like;
 demonstrate leadership in interprofessional, collaborative approaches and practices
which are based on partnerships with children, families, professionals, and communities
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and which lead to the implementation of more integrated, coordinated, and familyfriendly systems of services;
demonstrate the ability to evaluate one’s own practice as well as the practice of the
systems serving children and families and to use a human rights and social justice lens
for systems evaluation;
demonstrate the ability to communicate effectively and differentially with diverse
client groups, communities, interprofessional colleagues, and service systems;
demonstrate leadership in the analysis and evaluation of the impact of social policies
on clients and client systems, especially oppressed groups of children and families and
the ability to work toward influencing and changing such policies;
identify and critically analyze ethical dilemmas and complex practice issues which
characterize social work practice with vulnerable groups of children and families; and,
demonstrate effective use of supervision and consultation from children and families, as
well as from other internal and external experts, in relation to high quality practice with
vulnerable and disadvantaged groups of children, families, and communities.
FLEXIBLE FIELD OPTION
The MSW Program at Wheelock College is committed to providing support and flexibility to
students so that they have the greatest opportunity to be successful in achieving academic and
professional goals. Being mindful that many of these students are not only graduate students but
may also be juggling an array of professional and personal responsibilities, we work with the
individual student, his/her Faculty Advisor, and the potential field practicum site to craft a
program plan that best suits the student’s individual needs (e.g., extended/”flex” field placement).
The student is still required to meet all the requirements of her/his educational program and to
fulfill the expectations of the practicum site. Please note that most field placement sites require
students to be available during typical business hours, Monday-Friday, 8 a.m. – 5 p.m. A very
limited number of field placement sites may be able to accommodate internship hours in the
evenings and on weekends and cannot be guaranteed.
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Students who would like to utilize the “Flexible Field” option must have this approved by the
practicum site and fill out the associated paperwork prior to September 12th.
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Foundation Year MSW students utilizing the Flexible Field Option are required to be in field a
minimum of 12 hours a week.
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Concentration Year MSW students utilizing the Flexible Field Option are required to be in
field a minimum of 16 hours a week.
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Foundation and Concentration Year students who will be in the field for 30 or more hours
before the academic year begins and/or after the academic year ends will be required to
register for, attend, and pay for the 2-credit summer Field Seminar and Practicum (SWK
554/654).
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Foundation and Concentration Year students who have not completed their hours in field
by the time grades close will receive an “R,” indicating that they are in the process of
completing their hours.
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For graduating Concentration Year students, the Registrar’s office can provide necessary
degree completion documentation for employment and/or licensing purposes. Once final
grades have been entered, students will receive their official diploma in August.
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VII. SOCIAL WORK FIELD PRACTICUM POLICIES
The policies, procedures and guidelines contained in this document are not intended to be allinclusive and are subject to change by the College, the School, and the Social Work Department
as deemed necessary and appropriate. These changes will be announced if and when they occur.
EVALUATION OF PROFESSIONAL SUITABILITY IN SOCIAL WORK PRACTICUM
Evaluation in a social work practicum is an extension of the many ways that students are evaluated
in relation to professional suitability, beginning with the admission process and continuing
throughout the expected course of study for students in the BSW and MSW program. Even after
graduation, it is expected that students, as professional social workers, will be engaged in various
types of ongoing evaluation of themselves and their practice. Wherever they practice, students are
expected to develop into reflective practitioners and leaders who understand and value ongoing,
lifelong learning and evaluation of self in relation to practice and to the ethics and values of the
social work profession.
Throughout each two-semester field practicum experience, professional suitability of BSW and
MSW students will be evaluated in multiple ways through use of: the learning contract, which is
developed by the student in collaboration with the agency Field Instructor, assignments such as
process recordings and summaries, semester-end evaluations within the context of field seminar,
Faculty Field Liaison site visits, participation and assignments in seminar class, and professionalism
in the seminar and field placement. It is expected that such evaluation is ongoing throughout the
various components of the practicum curriculum.
EXPLANATION OF TERMS USED IN RELATION TO THE PRACTICUM EXPERIENCE
Practicum – the term used to designate the BSW and MSW student field experience; used
interchangeably with “field placement” and “internship” in the Social Work Program.
Director of Social Work Field Education – a member of the Social Work Program at Wheelock
College who oversees all practicum related activities at the BSW and MSW levels; works
individually with students throughout the placement planning and selection process; also
responsible for cultivating partnerships with social work agencies to identify, establish, and
maintain placement opportunities for Wheelock students.
Assistant Director of Social Work Field Education – a member of the Social Work Program at
Wheelock College who assists the Director of Social Work Field Education in executing all Field
Education related functions.
Social Work Field Education Advisor – a member of the Social Work Program at Wheelock College
who assists the Director and Assistant Director of Social Work Field Education in executing all Field
Education related functions.
Faculty Advisor - the Social Work faculty member who is the designated advisor for the student
in relation to all courses and academic issues, including the practicum; does not usually become
actively involved in the practicum experience unless there is a situation that would benefit from
her/his input or participation.
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Field Instructor – the individual who is the primary supervisor for the practicum student while at
the practicum agency; must hold an MSW degree and appropriate licensure; meets with the student
in face-to-face supervision at least one hour/week; maintains responsibility for monitoring student
data forms, providing feedback on process recordings, and end- of-semester evaluations in
collaboration with the student and the Faculty Field Liaison (and agency supervisor, when
relevant).
Agency Supervisor – a position that applies only when the practicum agency does not have an
onsite supervisor available who has an MSW degree and licensure at the required level; usually
supervises the student in daily tasks and responsibilities, management of cases, and problem
solving; functions in collaboration with the Field Instructor, who maintains the primary
responsibility for student supervision in the field.
Faculty Field Liaison – a member of the Social Work faculty at Wheelock College who serves as
the liaison between a designated group of students and their practicum sites. In this capacity,
he/she meets with each student and Agency Supervisor and/or Field Instructor at least three
times throughout the academic year and assigns the final practicum grade of pass or fail at the
end of each semester. He/she also conducts a bi-weekly seminar for the students in this
designated group.
PLACEMENT PROCESS
Implementation of the placement process is shared by the Director of Field Education, the Assistant
Director, and Social Work Field Education Advisor who work closely with the students and field
practicum sites to assure placements appropriate to the student’s interests and needs.
BSW
At the BSW level, the process begins in the junior year when the student completes the academic
requirements necessary to enter practicum. These requirements include completion of SWK 205:
Intro to SWK, SWK 227: Dynamics of Oppression and Privilege, HDP 120/122 & HDP 121/123:
Human Growth and Development, the Wheelock Literacy and Communication Exam (the WLCE),
completion or current enrollment in SWK 440: Social Work Practice I, and current enrollment in
SWK 355: Social Welfare Policy and Practice.
MSW
At the MSW level, the process begins when the student accepts an offer of admission and makes a
deposit into the Social Work Program. Concentration Year MSW students meet with their assigned
Field Education staff member in the winter prior to starting their Concentration Year practicum.
Both BSW and MSW students follow the same process:
 Students complete a Field Information Sheet and send it to the Social Work Field
Education Office.
 A member of the Field Education Office contacts the student to schedule an individual
meeting.
 During the individual meetings, students discuss their prior field or community service
experience, explore their educational goals, and indicate the types of agencies that interest
them. In response, the student’s assigned Field Education staff member will discuss possible
internships to consider. Students will be asked to select and prioritize three sites to which
the student’s assigned Field Education staff member will send their resume to one at a time.
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It is the goal for each student to be placed prior to the beginning of the relevant semester.
Once a student’s resume has been sent to his/her top site, the student’s assigned Field
Education staff member will send the student an email stating that the resume has been
sent and the site will respond directly to set up and interview. If the first placement is
not successful, the process will be repeated with the student’s second choice and then
the student’s third choice, if necessary.
It is the responsibility of the student to keep the assigned Field Education staff member
informed when an interview is scheduled. Students must also contact their assigned Field
Education staff member immediately if they have chosen a site or if the site has offered
them a placement.
For all social work students entering the field, appropriate agency sites are selected by
the student’s assigned Field Education staff member and the student as the result of a
collaborative process.
Students are allowed to identify potential sites on their own. However, students should
not be reaching out to potential sites directly. The student’s assigned Field Education staff
member will be responsible for establishing new partnerships. The site must be officially
approved in order for the field placement to occur.
Within 24 hours of the completed interview, the student is expected to share feedback
about the interview with the assigned Field Education staff member who also solicits
agency feedback in order to confirm the placement.
Only when a mutual decision is reached by the student, Field Instructor, and the student’s
assigned Field Education staff member is a placement finalized. Once the selection of an
agency site is finalized, the Social Work Field Education Office sends a Practicum
Memorandum of Understanding to the agency.
FIELD PLACEMENT INTERVIEW PROCESS POLICY
As part of the Field Education placement process, students are required to select and prioritize the
top three sites where they would like the Social Work Field Education Office to send their resume
for consideration of an interview. If a student struggles to secure interviews with several agencies
or goes on three interviews and either chooses to decline or is declined an internship, the Social
Work Field Education Office reserves the right to consult with the Social Work Program Chair about
the student moving forward in the field selection process. It will be the responsibility of the Social
Work Field Education Office, Social Work Program Chair and Associate Dean to determine if the
student is an appropriate fit for the Social Work Program at this time.
CRIMINAL OFFENDER RECORD INFORMATION (CORI) AND OTHER BACKGROUND CHECKS
As students begin and move through the placement process, practicum sites may request a Criminal
Offender Record Information (CORI), which is a criminal background check conducted by human
service agencies throughout the state, as well as nationwide. Its purpose is to attempt to protect
both the very young and the very old from exposure to abuse by those who have a history of
abusing children and/or elderly persons. In December, 1996, a law was passed in Massachusetts to
require certain agencies serving children and the elderly to conduct CORI checks on all volunteers
and staff retained or hired after March, 1997. Social work students should be aware that they may
be required by the Field Practicum site to obtain CORI clearance prior to beginning the practicum
experience. Students should also keep in mind that these same sites may now also require a SORI
(Sexual Offender Record Information) authorization and drug screening.
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A positive check showing a record of criminal offense (including any conviction or plea of guilty, a
plea of no contest, a suspended imposition of execution of sentence, any period of probation or
parole or finding that an individual committed or attempted to commit a crime), a sex offender
registry status, or drug use may preclude a student from participating in placement and completing
the requirements of the degree. The determination of whether such a student may participate in a
placement is made at the discretion of the placement site. Wheelock College is unable to guarantee
a field placement for such students.
Moreover, a positive criminal or sex offender record check may preclude a graduate from becoming
licensed to work in their field of study. Students are strongly encouraged to consult with their
appropriate licensure board or organization concerning their ability to obtain licensure and work
in their chosen field in the future.
Because some placement sites do not run CORI checks on interns and Wheelock is not certified to
run CORI checks, students may be required to run a CORI check on themselves. If this is the case, the
Social Work Field Education Office will notify the student and provide instructions on how to get a
CORI check.
STUDENT SAFETY IN THE FIELD
Social Work students are oriented to best practices regarding safety in the field in their Field
Seminar during the BSW Senior Year, MSW Foundation Year and Advanced Standing Summer
Gateway Program. In addition, as part of the Learning Contract, students are required to work with
their placement site to review agency-specific safety protocol and procedures.
RIGHTS AND RESPONSIBILITIES OF THE SOCIAL WORK PRACTICUM STUDENT
Rights
Social Work Practicum Students have the right to:
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Indicate a general preference for certain client populations and agency types in planning for
practicum and to have this preference taken into consideration by the Social Work Field
Education Office; however, there is no guarantee that students can be placed in their
preferred choice of setting;
When difficulties cannot be resolved by a collaborative process involving the student, the
Faculty Field Liaison, Field Instructor, Agency Supervisor, the Director of Social Work Field
Education, and the Faculty Advisor, and when the difficulties do not arise from student’s
documented inability to meet the demands of the practicum, students may request a change
in practicum placement, with the understanding that any disruption in placement may delay
the student’s completion of their program.
Apply for reinstatement in a practicum after voluntarily withdrawing for documented health
reasons or after failing the practicum, by following the process of reinstatement detailed in
the Social Work Division Field Practicum Manual;
Assess the overall Field Practicum experience provided by the agency by completing an
evaluation of the practicum site.
Be treated with courtesy, respect, and fairness by all members of the practicum site and faculty
related to the practicum, and not to be discriminated against on the basis of race, ethnicity,
national origin, gender, religion, political orientation, sexual orientation, physical or mental
disabilities, marital status, or socioeconomic status;
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Receive prompt feedback on practicum assignments, and to be alerted, in a timely manner
with a COMPASS Report about problems in performance in the practicum, and to be
informed of what is needed to correct or change or improve, the timeline, and the
consequences;
Be informed of the results of the Social Work Student Support Team student review
process within two weeks of the completion of the review; and,
Appeal a practicum grade and/or academic dismissal by following the appeals process
detailed in the Wheelock College Catalog.
Responsibilities
Social Work Students are expected to:
 Attend the Field Practicum as scheduled for the required hours and the days agreed upon
between student and Field Instructor, in consultation with the Faculty Field Liaison;
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Make a commitment to the Field Practicum site for a full academic year1. Early fulfillment of
hours does not exempt a student from this commitment;
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Complete the minimum requirement of field hours as specified by program and year2;
Notify the Field Instructor if unable to be at the agency on any scheduled day (in case of
absence from field work, arrangements must be made with the Field Instructor to make up the
missed time);
Meet with the Field Instructor weekly for a minimum of one hour of face to face supervision
and take an active role in the supervision process;
Provide the Field Instructor with process recordings as required by Field Seminar and
by the Field Instructor;
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Complete timesheet, “Weekly Report on Field Practicum,”3 each week and submit to the
Faculty Field Liaison during scheduled Field Seminar meetings or as requested;
Participate in the required number of site visit conferences with both the Field Instructor
and the Faculty Field Liaison each year4 as specified by program and year;
Share responsibility with the Field Instructor in preparing a Field Practicum learning contract;
Actively utilize other Field Seminar students for practicum consultation through Moodle and
in class case presentation and discussion;
Discuss any difficulties regarding the Field Practicum experience, first with the Field
Instructor, and, if necessary, with the Faculty Field Liaison;
Consult with the Field Instructor prior to any use of case material in the classroom;
Actively take part in self-evaluation throughout the year, including a written self-evaluation
at the end of each semester as part of the end of semester evaluation;
Complete all required field evaluation forms at the end of the Field Practicum.
1
This commitment to the field practicum site is expected of all students, including those who complete their field requirements through the flex-field
option.
2
BSW students complete a minimum of 400 hours for the academic year. Foundation Year MSW students complete a minimum of 480 hours, Graduate
Year MSW students complete a minimum of 720 hours and Advanced Standing students complete a minimum of 820 hours for the academic year. This
minimum requirement is applicable to all students in the flex-field option.
3
Along with the Weekly Report on Field Practicum, students must complete Part II which requires identification of CWSE Core Competencies and practice
experience. This form is also submitted weekly.
4
For BSW and MSW students, there are a minimum of three site visits per year.
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SUPPORT FOR STUDENTS
The Faculty Field Liaison
Each student is assigned a social work faculty member who serves as the Faculty Field Liaison for
the duration of the practicum. The Faculty Field Liaison is also the faculty member teaching the
Field Seminar course. The seminar is a required course that runs concurrently with the practicum
experience. This structure facilitates the development of a close working relationship between the
Faculty Field Liaison and the student while in Field Practicum.
The Faculty Field Liaison supports the student’s learning at the practicum, mediates in cases of
conflict between the Field Instructor and the student, and encourages the student to be assertive
and professional in interactions with the Field Instructor and in the placement setting. In instances
where conflict cannot be resolved or where the student is not able to meet the demands of the
practicum, the Faculty Field Liaison has a particularly important role to play and must follow
guidelines for a change in practicum and/or withdrawal of the student from the placement. For
more information, please refer to the “Process for Change in Practicum,” Withdrawal from
Practicum,” and “Reinstatement in Practicum” sections of this manual.
Orientation
At the beginning of the academic year, students are required to attend a Field Practicum orientation
meeting on campus. For BSW students, this meeting will be scheduled separately before the start of
Field Practicum. For MSW students, this meeting usually occurs during graduate orientation and
during the first Field Seminar class. The purpose of these meetings is to give students information
and support in a variety of ways. During this meeting students receive the Social Work Student
Handbook and Field Practicum Manual and the Practicum Calendar. Social Work Field Education
staff review the purpose and structure of the practicum, discuss expectations of students, and
address concerns raised by students.
Field Seminar
The Field Seminar course is taken concurrently with the practicum and social work practice courses
in both the fall and spring semesters. The seminar provides a forum for the integration of
knowledge, skills, and values acquired through coursework with practicum experiences. Students
are expected to take an active role in raising questions, identifying issues for discussion, and
actively helping one another to apply knowledge to field experiences and the solution of problems.
Students learn a great deal from one another as they share their practicum experiences in a variety
of settings. To provide continuity and ongoing support for the student, this course is instructed by
the assigned Faculty Field Liaison.
Social Work Student Support Team
In an effort to provide students with optimal support in both the BSW and MSW programs, the
Social Work Student Support Team (consisting of social work faculty) meets each semester to
collectively assess student progress in academic and field work and to address any emergent needs
in a timely way. In addition to the many ways faculty seeks to help each student individually, the
Support Team review is a thoughtful and creative forum in which to generate ideas for best
supporting students to succeed.
In a process originally designed by faculty, along with BSW and MSW student input, the Team
reviews student each semester for strengths and challenges in three key areas: academic work,
professional development and behavior, and writing skills. We are committed to having the review
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process be one of the many ways to provide students with the most supportive educational
environment possible. To that end, we are in continuous review of the Team’s effectiveness, as
with all other program activities, and welcome student and Field Instructor input at any time.
STUDENT INJURIES
If a student is injured during Field Practicum, she/he needs to contact their Field Instructor and/or
Agency Supervisor immediately. The Field Instructor is responsible for completing and submitting
an accident/incident report, within 24 hours to the Director of Social Work Field Education. The
report should include the following information:
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Name of student, agency, and Field Instructor (and Agency Supervisor, if applicable)
Names and titles of people who witnessed the incident
Names and titles of parties involved in the incident including: police, emergency medical
personnel or any other outside parties
Description of injuries that occurred due to the incident
Agency response and/or action
Description of follow-up procedures taken to date and those planned for the future
Signatures of the Agency Supervisor and/or Field Instructor and the student
The Social Work Field Education Office will notify the student’s Faculty Field Liaison, Faculty
Advisor, Program Chair, and Associate Dean.
CRITERIA FOR THE SELECTION OF FIELD PRACTICUM SITES
The Social Work Program is committed to providing our students with exposure to a wide variety of
settings, client populations, and socially and culturally diverse communities. Agencies selected as
Field Practicum sites must meet the following criteria:
 interest in and ability to provide field instruction for students enrolled in either the
BSW or MSW programs;
 ability to provide field instruction that demonstrates a commitment to the mission of
Wheelock College—to improve the lives of all children and families—conjoint with the
Program’s commitment to justice-based social work practice, with an understanding of
each program’s educational objectives;
 demonstrated interest in and commitment to the mission and goals of the Wheelock
College Social Work Program, including a commitment to the curricular themes and
Core Competencies of each program;
 willingness and capacity to provide qualified supervision and agency staff, specifically an
MSW with two years of post-graduate experience and a license at the LCSW or LICSW level,
or license-eligible for MSW Foundation Year Students, to function in the role of Field
Instructor. This commitment includes allowance for appropriate time within the Field
Instructor’s workload to sufficiently support the student’s learning (including orientation of
the student to the setting; monitoring assignments; reviewing agency safety protocol; one
hour of weekly face-to-face supervision; development of the student Learning Contract and
mid-semester and semester-end evaluations of student performance; meetings with the
Faculty Field Liaison; and attendance at the Field Instructor orientation and training
seminars as provided by the College.);
 ability and capacity to provide within the agency appropriate, graduated learning in
delivery of services, including individual, group, family, organization, and community
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practice situations, which allow the student to function in a variety of social work roles, and
an overall atmosphere for learning that will facilitate the achievement of educational
objectives;
capacity to plan in advance for the student and to use the student’s time in ways that
will permit the achievement of the requisite educational and behavioral professional
objectives;
adherence to the NASW Code of Ethics in its policies and treatment of clients, students, and
staff; and
provision of a manual or written statement of agency policies, including policies related
to issues of safety and management of crisis and emergency situations.
CRITERIA FOR SELECTION OF FIELD INSTRUCTORS
Wheelock College believes that the Field Instructor is a critical component of the education of social
work students. The functions of role model and agency teacher are central to the development and
education of social work students during their practicum. In order to provide the best possible
experience for students, the Field Instructor is required to:
 hold a Master of Social Work degree from a CSWE-accredited Social Work Program;
 possess competency as a practitioner with thorough knowledge of the field practice setting
(a minimum of two years post-graduate experience, at least one year in the present setting
is preferred);
 be licensed at the LCSW or LICSW level, or licensed eligible for MSW Foundation Year
students;
 have an interest in and a willingness to function in the role of Field Instructor;
 be both knowledgeable about and supportive of the mission of Wheelock College and its
Social Work Programs—to improve the lives of children and families—conjoint with the
Program’s commitment to justice-based social work, with an understanding of each
program’s educational objectives;
 possess personality traits that promote the development of a professional relationship
with the student, including the ability to relate to the student in the roles of
practitioner/supervisor/teacher;
 have an interest in and commitment to the mission and goals of the Wheelock College
Social Work Programs (including a commitment to social work practice from a
strengths perspective that is also family centered, community based, and
interprofessional in nature);
 have an interest in and commitment to the development of high standards for both service
delivery and social work education;
 have sufficient time provided by the agency to attend to the responsibilities entailed in the
supervision of a practicum student (including orientation of the student to the setting;
monitoring assignments; a minimum of one hour of weekly face to face supervision;
development of student learning contract mid- semester and semester-end evaluation of
student performance; meetings with the Faculty Field Liaison; and attendance at the Field
Instructor orientation and training seminars as provided by the College);
 sign and return the Memorandum of Understanding which outlines the agreement
between the agency, the Field Instructor, and the College
 provide the Director of Social Work Field Education with a current resume;
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complete required student evaluation forms by scheduled dates outlined in the Field
Practicum Calendar; and,
at the completion of the student’s Field Practicum experience, complete an evaluation
form of the Faculty Field Liaison.
In some agencies, a licensed Field Instructor is not available. In these instances, a supervisor with
the required credentials is supplied through use of a worker who is off-site. To augment this
arrangement and to ensure ongoing support to the Field Practicum student, an Agency Supervisor
is also identified for the student on site. The expectations of the Agency Supervisor, also referred to
as the non-MSW supervisor, include (but are not limited to) the following:
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provide appropriate learning opportunities for the student and oversee his/her daily
responsibilities;
collaborate with the Field Instructor around the development of the learning contract and
semester-end evaluations of the student, as well as providing feedback on related field
documentation (e.g., client case records, process recordings);
participate in a minimum of three scheduled meetings with their Faculty Field Liaison,
Field Instructor, and student over the course of the academic year; and,
attend scheduled orientation and training seminars as provided by the College.
ROLES AND EXPECTATIONS OF FACULTY FIELD LIAISON
For each student entering Field Practicum, a Faculty Field Liaison is assigned to provide support to
the student, Field Instructor, and Agency Supervisor (if one is identified). In addition to the threeway conferences at the practicum site and the support phone calls (see below), the Faculty Field
Liaison is accessible to the student and Field Instructor by telephone, e-mail, or to schedule
additional meetings when the need arises. The expectations of the Faculty Field Liaison include (but
are not limited to) the following:
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Provide support, advocacy, and mediation, as needed, to the student in relation to the
practicum;
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Work collaboratively with the Field Instructor and Agency Supervisor regarding
selection of assignments for students;
Provide the Field Instructor with necessary information regarding students;
Provide the Field Instructor with all necessary forms and information regarding the
program and procedures;
Meet a minimum of three times per academic year with each Field Instructor and student;
Meet additionally with the Field Instructor and/or student if need arises;
Make formal phone contact at least one time each semester with each Field Instructor;
Remain in consistent contact with Social Work Field Education Office especially when there
are concerns involving a student’s progress in the field
Provide and/or attend orientation sessions and seminars for Field Instructors;
Function as Instructor for the Field Seminar course that students take concurrent with Field
Practicum;
Assign a student grade (Pass/Fail) following collaboration with the Field Instructor;
Submit all student-related field documentation (learning contract(s), semester-end
evaluation forms) to the Director of Social Work Field Education at the end of each
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semester;
Write summary statements of each student’s placement information, learning contract,
assignments, and performance at the end of each semester (to be submitted to the student,
Faculty Advisor, Director of Social Work Field Education, and BSW and MSW Program
Chairs);
Assess the overall Field Practicum experience provided by the agency by completing an
evaluation of the practicum site at the end of the academic year; and,
The Faculty Field Liaison will meet on site with each Field Instructor and student three times per
academic year to review the student’s progress towards achieving learning objectives and
assignments identified in the learning contract. The Faculty Field Liaison will supplement site visits
with at least one phone contact each semester.
ROLES AND EXPECTATIONS OF THE FIELD EDUCATION OFFICE
The Field Education Department is responsible for the field coordination and placement of all social
work students who are eligible to begin field practicum. All students meet with the Field Education
Staff to begin the field placement process. The responsibilities of the Field Education Office include
(but are not limited to) the following:
 Develop and coordinate practicum sites which are in keeping with the mission of the Social
Work Programs, and which are appropriate for BSW and/or MSW students.
 Maintain ongoing collaborative relationships with all practicum sites
 Work with students in order for suitable matching with the most appropriate field practicum
sites.
 Provide training and orientation to the Field Instructors through scheduling and
facilitating meetings on campus and/or in agency sites as conveniently as possible for all
participants.
 Work closely with, support, and monitor the Faculty Field Liaisons.
 Meet with student, Faculty Field Liaison, Field Instructor, and other relevant team members
(student Faculty Advisor, Program Chair, or other administrators) when there is a placement
problem that cannot be resolved at the student-liaison-field instructor level.
 Organize and monitor the Field Seminar courses offered in the Social Work Program.
 Prepare the annual Field Practicum Calendar.
 Represent the College’s Social Work Programs in social work/school/agency collaborations in
the community.
 Update and edit the Social Work Student Handbook and Field Practicum Manual and related
forms.
 Collect and maintain all student-related field documentation and evaluations.
 Provide Field Instructors with feedback from students and Faculty Field Liaisons, related to
supervision experiences.
 Collaborate with the Associate Dean, the Program Chairs of the BSW and MSW programs, and
the social work faculty to develop new, and revise existing field-related policies and
procedures.
SUPPORT FOR FIELD INSTRUCTORS
Orientation
An orientation meeting is held on campus at the beginning of the academic year for new and
returning Field Instructors and Faculty Field Liaisons. During this meeting the Social Work Field
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Education Office gives a general introduction to the program and curricula. The expectations of
practicum sites and Field Instructors are also clarified. Field Instructors receive a copy of the Social
Work Field Education Manual; this is also sent electronically after the orientation. Social Work
Faculty, Program Chairs, and the Associate Dean are present during the orientation in order to
welcome the Field Instructors and provide specific curricular information.
Field Instructor Trainings
Wheelock College offers quarterly continuing education professional development opportunities
for Field Instructors. In addition to Wheelock’s trainings, the Director of Social Work Field
Education is a member of the New England Consortium of Graduate Social Work Field Education
Directors (NECON) which is a consortium of New England social work schools and programs that
collaborate on field related topics, concerns, and issues. Each year, a list of school-sponsored
trainings and workshops is compiled for distribution to agencies and Field Instructors. Some
meetings are held at agency sites during the year, while others are hosted by the sponsoring
University or College. These trainings and workshops are available for all Field Instructors and can
be found at www.neconsortium.com.
Voucher Policy
In appreciation for the learning experiences provided to our practicum students, Wheelock College
issues one voucher per student who completes a 3, 4, 5, or 6 credit practicum. Supervising
practitioners may use their voucher for any course or Institute taking place on campus or at other
locations.
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Vouchers are sent directly to the supervising practitioner or site supervisor. If not used by
the supervising practitioner, vouchers may be used by other site personnel; however,
they may not be transferred to persons employed at any other site nor to a part or fulltime student who is matriculated at Wheelock College. Vouchers may only be used by
persons able to demonstrate current employment at the practicum site to which the
voucher was issued. The voucher must be signed by a member of the administrative staff
to validate it for registration.
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Vouchers are valid for one calendar year immediately following the semester in which
the Wheelock College student was placed at the practicum site. There are no extensions.
No more than one voucher may be used per semester by any individual.
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Individuals not enrolled in a degree program may use vouchers for up to four
undergraduate or two graduate courses. Non-matriculated graduate students may apply
for the status of lifelong learner and continue to register for graduate courses.
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Vouchers may be used only once for one graduate or undergraduate course, regardless
of the credits assigned to the course (1, 2 or 3 credits). Vouchers may not be used for
field courses, practica or independent study. The voucher will be honored when
presented for registration accompanied by a registration fee.
Wheelock College reserves the right to cancel courses with insufficient enrollment. In
the event of cancellation, course vouchers will be reissued to the practicum site for the
following semester only. No other exceptions will be entertained.
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A Bachelor’s degree is required for graduate registration.
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Persons using a voucher will be responsible for payment of a registration fee.
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The College is not able to extend vouchers or reissue lost ones. Vouchers should be treated
as if they were a check and should be kept in a safe and retrievable spot.
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Field Instructors providing supervision over the summer are not eligible to receive a
voucher.
Registration policies, procedures, and class schedules are in the Course Offerings Brochure
and the College Catalog or the Office of Academic Records and Registration at
www.wheelock.edu/reg/index.asp. Please reference the Course Offering Book (COB) under
“Registration” for additional information on the use of the vouchers.
RESOURCE INFORMATION
The Wheelock College Library and the Earl Center for Learning and Innovation support the student
in both academic and practicum work settings with a wealth of theoretical and practical resources,
which range from hammers and nails to a collection of 13,000 children's books and other academic
resources. Field Instructors are welcome to use all of the library materials in-house.
Library Resources
The Wheelock College Library is located at 132 The Riverway. The library's many
resources include:
 Over 85,000 books and bound journals and electronic resources in social work, early
childhood education, elementary education, child development, special
education/learning disabilities, testing and assessment, child care, and child life;
 13,000 children's books (picture books, easy readers, science and math books);
 A wide variety of commercially produced curriculum materials, including texts,
teacher guides, filmstrip/cassette units, phonograph records, tapes, film loops,
multi-media kits, video tapes and computer software;
 Special interest bibliographies;
 Curriculum guides;
 ERIC microfiche collection (non-circulating);
 Computerized compact disc searching for articles in education and social sciences;
 Access to 55,000 titles online through subscription to five digital library collections of ebooks; and
 Full-text online access to thousands of journal titles through journal indexes and databases.
The Library also offers passes to the Boston Children's Museum, the Isabella Stewart Gardner
Museum, the Museum of Fine Arts, and the Museum of Science. Passes are available to current
Wheelock students, faculty, and staff. The passes provide general admission only; they do not
include admission to special exhibits, films, events, etc. All passes are first come, first served, and
are available at the Service Desk on the first floor of the Library. For more information, contact
the Service Desk at 617-879-2220 or [email protected].
Wheelock College Library hours may vary according to the academic year and when
Wheelock is not in session. For information, please call 617-879-2220 or check the library
website at: http://www.wheelock.edu/library/index.asp.
The Earl Center for Learning and Innovation
The purpose of the Earl Center for Learning and Innovation is to provide ideas and materials for
working with children and adults in a variety of activities. Center staff is available to help
students find what they need or show them how to use tools appropriate to be used in play and
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therapy and other social work student/client interactions. Among the varied treasures to be
discovered is equipment such as a do-it-yourself puppet theater, musical instruments, cooking
utensils, and even some old-fashioned crank ice-cream freezers. A collection of free, recycled
scrounge materials is available to students and their supervisors. In addition to these items—
and many more—there is a file containing over 100 hand-out sheets on topics ranging from
guinea pig care to water-play suggestions.
ATTENDANCE POLICY
Practicum students are expected to work as professionals, maintaining their agreed upon schedules
at their field sites and fulfilling the minimum hours expected over the course of their practicum. This
includes making up days at their field site that fall on agency holidays, when the agency is closed
due to inclement weather, or in the event that the student is ill. It is the student’s responsibility to
acquire the necessary contact information from her/his Field Instructor and Faculty Field Liaison in
the event of an emergency. It is imperative that the student inform the Field Instructor and Faculty
Field Liaison of any absence and discuss plans to make up each day that is missed. Students will not
receive credit for the practicum unless the required minimum number of hours has been completed.
SEMESTER BREAK AND WHEELOCK CALENDAR
Practicum students will generally follow the Wheelock two-semester, academic calendar unless
different arrangements have been stipulated and agreed to in advance of the start of the practicum.
When an agency offering a two-semester practicum requires that students return to their setting
prior to the resumption of the College’s semester, students need to understand that this schedule is
a condition of their accepting placement with that site. Any other adjustment in schedule must be
approved by the Faculty Field Liaison.
SCHOOL OR SCHOOL-BASED PLACEMENT POLICY
Students placed at schools or at agencies that follow a traditional school calendar should discuss
start and end dates with their prospective placement site during the interview process. Some sites
require students to be in the field during the months of May and June when the school year ends,
irrespective of whether a student has met the required minimum hours of field work. In these
situations, students should consult with the Social Work Field Education office to discuss whether
enrollment in the Social Work Practicum and Summer Seminar is required. Students should also be
mindful that since school and school-based placement calendars often do not align with the
Wheelock College two-semester, academic calendar, they must work with their Faculty Field Liaison
and Field Instructor around school vacations, snow days, and end dates.
INCLEMENT WEATHER ADVISORY
Although the following criteria apply to inclement weather and other emergencies on a week to
week basis,
students should keep in mind that they are still required to fulfill the minimum number of
hours for Field Practicum for the academic year as prescribed by their program.
 If both the College and agency are closed, the student must make up the hours.
 If the agency closes but the college remains open, the student must make up the hours.
 If the College closes but the agency is open and the student needs to go in for client
appointments or meetings, then the hours put in are considered towards the completion
of the required total of Field Practicum hours.
The College announces closings on local television and radio stations. During the agency
orientation period, students are expected to find out from their Field Instructor how agency
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closings will be announced -- radio, agency's telephone answering machine, supervisor calling the
student at home, student calling Field Instructor at home, etc.
FLEXIBLE FIELD OPTION
The Social Work Program at Wheelock College is committed to providing support and flexibility to
our students so that they have the greatest opportunity to be successful in achieving academic and
professional goals. Being mindful that many of our students are not only undergraduate and
graduate students but may also be juggling an array of professional and personal responsibilities,
we work with the individual student, the Faculty Advisor, and the potential Field Practicum site to
craft a program plan that best suits the student’s individual needs (e.g., extended/ “flex” field
placement for MSW students). The student is still required to meet all the requirements of her/his
educational program, including completing the minimum number of hours in the field, and to fulfill
the expectations of the practicum site.
While there is no formal Flexible Field Option in the BSW Program, the effort is made to address
student needs for flexibility on an individual basis. Any program adjustments are determined by the
Director of Social Work Field Education in consultation with the BSW Chair and Associate Dean.
MSW students utilizing the Flexible Field Option must propose and complete the Flex-Field Option
Agreement during the field placement process. A copy of this form is located in the Field Forms
section of the Manual. Foundation Year MSW students utilizing the Flexible Field Option are
required to be in field a minimum of 12 hours a week. Concentration Year MSW students utilizing
the Flexible Field Option are required to be in field a minimum of 16 hours a week. Final semester
Concentration Year students who have not completed their hours in field by the time grades close
will receive an “R” in Social Work Field Practicum & Seminar, indicating that they are in the process
of completing their hours (see section below). The Registrar’s office can provide necessary degree
completion documentation for employment purposes. Once final grades have been entered,
students will receive their official diploma in August.
TERMS FOR “R” GRADE APPLICATION
An “R” grade is given for the field practicum and field seminar when a student is in satisfactory
standing in the practicum, but requires additional time beyond the close of the second semester to
complete the required hours. The following scenarios explain when “R” grades are and are not
applied:
Up to 1 week of hours remaining (no “R” grade; grade of Pass given)
 With permission from the field placement site and approval from the Director of Field and
Program Chair, graduating students may complete up to one week of field hours after grades
are due (BSW students 16 hours, MSW Foundation Year students 16 hours, MSW
Concentration Year students 24 hours).
 Students must be in good academic and professional standing. The student must have
demonstrated a pattern of reliable communication, timeliness with assignments, and good
attendance at the field practicum and seminar.
 Students must turn in all field assignments, except for the final timesheet, by the class
deadline set by the Faculty Field Liaison, typically the last seminar class or the following
week.
 If the student does not complete the remaining field hours and submit the signed time sheet
by an assigned deadline, the Faculty Field Liaison will submit a change of grade form that will
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change the Pass to a Fail.
Less than 30 hours remaining as of May 31 (“R” grade given)
 With permission from the field placement site students may complete less than 30 hours in
June.
 Students must have completed all process recording by the last seminar class.
 Students do not have to enroll in the summer seminar course.
 Students do not have to pay for additional credits.
 Students will receive an R grade that will be changed to a Pass when the hours are complete
and the final time sheet is received by the designated deadline.
 The Faculty Field Liaison should plan to do the final site visit for continuity and if that is not
possible, a member of the Social Work Field Education Office will conduct the final site visit.
 Graduating students will be eligible to have their degrees conferred in August.
 Once the grade has been changed to a Pass, a graduating student may request a letter from
the registrar confirming that he or she has completed all of the requirements for his or her
degree.
 Senior BSW students may walk at graduation if 8 credits or less are remaining
 Concentration year MSW students may walk at graduation if 8 credits or less are remaining
30 hours or more remaining (“R” grade given)
 Students who have 30 hours or more remaining at the beginning of June, and are not in a
school based placement that requires a commitment to the full academic school (nonWheelock) year must enroll in the summer seminar by June 1 and pay for the 2-credit course.
 Students will receive an R grade at the end of the spring semester that will be changed to a
Pass grade upon successful completion of the requirements for the summer field practicum
and seminar.
 Graduating students will be eligible to have their degrees conferred in August or December.
 Once the grade has been changed to a Pass, a graduating student may request a letter from
the registrar confirming that he or she has completed all of the requirements for his or her
degree.
 Senior BSW students may walk at graduation if 8 credits or less are remaining
 Concentration year MSW students may walk at graduation if 8 credits or less are remaining
SUMMER SOCIAL WORK PRACTICE SEMINAR POLICY
MSW students who are in their field placement for 30 hours or more a month during the individual
months of June, July, or August are required to enroll in the Social Work Field Practicum and
Summer Seminar. If extenuating circumstances require BSW students to extend their hours during
the summer months, they may also be required to enroll in the Social Work Field Practicum and
Summer Seminar with permission from the BSW Chair and Director of Social Work Field Education.
STUDENT PRACTICUM AT PLACE OF EMPLOYMENT
Students who are interested in doing their practicum at their place of employment should discuss the
logistics of this during the field placement process. If a student is employed in an agency where the
practicum takes place, the Social Work Field Education Office works with the student to assure that
the following criteria are met prior to approving the field site:
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the site must be large enough to provide work for the student that is in a different part of
the agency than where the student is employed (e.g., a student in a child welfare office who
does investigations could be assigned to adoption work);
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the MSW Field Instructor must be a different supervisor from the supervisor overseeing
the work the student is employed to do;
the student and the agency must assure the Social Work Field Education Office that the
student has release time from his/her employment to perform the practicum hours, have
supervision and take the field seminar;
the student’s practicum experience in the agency where she/he works meets the same
criteria as students who are not employed at the practicum site; and,
if these criteria are met, the Social Work Field Education Office makes a decision as to
whether to approve the student practicum in his or her agency of employment.
The College assumes no responsibility for providing insurance for students against harm suffered
or for liability incurred as a result of employment outside of an academically approved placement.
Such insurance and any liability resulting from such employment are the responsibility of the
student and the employer. The program reserves the right to change a student’s placement in an
academically approved placement if, in the College’s opinion and at its sole discretion, it determines
that a student’s outside employment at a placement site interferes with or compromises the
educational goals of the academically approved placement. The College provides a copy of this
policy and a ‘Student Internship at Employment Form’ to be completed by the student and
employing agency. A copy of this form is located in the Field Forms section of the Manual. Students
seeking employment at a placement site outside the scope of an academically approved placement
are responsible for obtaining a signed acknowledgment and release form from the placement site.
COMPENSATION AT PLACEMENT SITES
Wheelock College conducts its practicum, internships, field placements, and other off- campus
learning programs in academically approved placements. It is rare for stipends to be given to
students completing their practicum. On occasion, practicum sites will compensate students to
perform work outside of an academically approved placement and beyond the College's oversight
or control. Wheelock College expresses no opinion and makes no representation, either explicit or
implicit, that a placement site is a safe and adequately supervised work environment outside of an
academically approved placement. Moreover, the College expresses no opinion and makes no
representation, either explicit or implicit, that a student is qualified to perform work at a placement
site outside of an academically approved placement.
THE LEARNING CONTRACT
The Learning Contract is a document developed collaboratively by the student, Field Instructor, and
Faculty Field Liaison to guide the student’s learning experiences during the practicum in relation to
the CSWE’s Core Competencies and Practice Behaviors. In the BSW Program, a new Learning
Contract is created at the beginning of each semester. In the MSW program, it is created once, at the
beginning of the practice experience and is modified as needed. The Learning Contract form is
located in the Field Forms section of the Manual. The outline for the Learning Contract is intended to
be used as a guide in this process prior to completing the learning contract. It is most productive if
both student and Field Instructor review and think about it before the first site visit by the Faculty
Field Liaison—the student on the basis of self-perception and the Field Instructor on the basis of
observation and knowledge of the student's entry into the agency, experience in the field thus far,
and identified opportunities for learning at the site. The process is intended to put the student
clearly in the role of adult learner and sets the pattern for self-evaluation and responsibility for
one's own professional growth over time. It also helps the Field Instructor to individualize the
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selection of assignments and methods of teaching.
In the development of the Learning Contract, the following should be considered while identifying
learning activities and responsibilities:
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1.
Situational & Contextual Factors—for student and at the site
 Health, work/school load, stressors, etc., if relevant to student role and experience.
2.
Cognitive Skills
 Reading skills, study habits, etc., as pertinent to practice.
 Knowledge base, use of deductive and inductive reasoning (as seen in informal and
conference discussions, records, psychosocial case assessments, group process
assessments, etc.).
 Critical appraisal of theory.
 Integration of theory with practice.
 Transfer of learning from one situation to another.
 Formulation of professional goals and objectives for case, group, or self.
 Conceptualization and execution of appropriate intervention(s).
3.
Affective Skills
 Capacity to perceive, explore, and intervene appropriately in relation to one’s own
and clients' feelings.
 Awareness of subjective reactions and development of professional insight and selfregulation.
 Capacity to maintain positive and non-judgmental relationships with clients and
colleagues.
 Genuineness and authenticity in relationship to self and others.
4.
Systems/Organizational & Relational Skills
 Professional appearance and social/professional behavior that is related to the
context/setting.
 Broad and variable communication skills.
 Capacity to orient to client need rather than student need.
 Openness to feedback and dialogue with Field Instructor.
 Capacity for appropriate dialogue and sharing with staff and other colleagues.
 Capacity for exchange of information and ideas with others.
 Capacity for collaboration combined with assertiveness.
 Acquisition of knowledge and skill in assessing agency and community systems.
 Utilization of formal and informal systems within the agency and community.
5.
Professional Development
 Demonstrated investment in learning and execution of tasks and assignments.
 Focus on subject of interest, whether on client, peers, or own education.
 Knowledge of learning style, patterns, and needs.
 Awareness of biases, stereotypes, and prejudices.
 Use of assistance from others (Field Instructor, peers, etc.)
 Assumption of responsibility related to work habits, participation in design of learning
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experiences, provision of services, self-motivation in learning.
Open attitude toward suggestions or criticism.
Understanding of context and scope of problems, whether specific or general.
Identification with social work goals, values and ethics.
Organization of professional priorities and tasks.
Planning Tasks & Assignments
 Please refer to the Learning Contract form provided.
6.
PRACTICUM ASSIGNMENTS
USE OF CASE MATERIALS IN CLASS
It is useful to discuss actual case experiences in the classroom giving students the opportunity to
apply theory to actual practice situations. Furthermore, assignments for the class will be based on
the practicum. However, confidentiality must be preserved and, accordingly, the following
guidelines will be used:
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Delete or change all client names;
Change all identifying information;
Do not use highly confidential or incriminating information;
Do not retain case records or case recordings;
Review all materials with Field Instructor prior to submission; and,
Obtain client permission to use any tape or video recording that cannot be adequately
disguised.
Students must talk with the Field Instructor about an agency's policies and guidelines. While case
materials will be discussed in class utilizing the above guidelines, it is unethical for students to
discuss any case material with friends, family, etc.
PROCESS RECORDINGS
BSW and MSW students are required to complete a minimum of one (1) process recording per
week, submitting a minimum of seven (7) per semester to their Faculty Field Liaison. The process
recordings are first submitted to the Field Instructor for review and feedback and then used as a
basis for supervision. The reviewed process recordings are then submitted to the Faculty Field
Liaison at the next bi-weekly seminar course. Field Instructors may require students to complete
more than the minimum number of process recordings. Please refer to the section on Field
Practicum Policies and Forms for a fuller explanation of process recordings and a sample form.
These forms may be reproduced as needed.
ASSIGNMENTS WITH A) GROUPS AND B) LARGER SYSTEMS
Over the course of the year it is expected that students have field assignments related to work with
groups and larger systems. These assignments must be listed in either the first and/or second
semester Practicum Learning Contract. The student needs to submit written material on work with
groups and larger systems assignments, as with individual cases. Please refer to the BSW & MSW
Foundation Year Field Practicum & Seminar syllabus for more information.
A) GROUP WORK ASSIGNMENTS
The student should be given an opportunity to create, plan, lead or co-lead a group of clients. If this
is not possible, an opportunity to observe a group for an extended period of time may be
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substituted. Arrangements may be made by the Field Instructor with another agency, preferably
one serving a similar client population, if no group experience is available in the placement agency.
Three possible scenarios for a group experience are as follows:
 Lauri's agency does not do group counseling of any kind. Her supervisor makes
arrangements with a family service agency nearby which runs family life education
groups for first-time parents. Although Lauri is not allowed to co-lead the group, she is
permitted to observe the group for eight weeks, to examine the written discussion
materials used, and to talk to the leader briefly after each meeting.
 Beth's agency does not offer any group experiences for her. Her supervisor has recently
referred one of her own cases to a support group for multiple sclerosis patients--a group
affiliated with a local hospital. Permission is secured for Beth to attend these meetings as
an observer and recorder.
 Scott’s agency does not provide treatment or educational groups. However, there are staff
meetings.
After attending the second staff meeting, Scott wrote a group process recording
using the format provided in this manual. His impressions were discussed with the
Field Instructor.
B) ASSIGNMENTS WITH PRACTICE IN LARGER SYSTEMS
 Larger systems practice is defined as any intervention that attempts to influence on
organizational, community, political, and/or judicial levels with the goal of benefiting
groups of clients or the general
public.
 Referring a client to a community agency or collaborating with another agency on a
particular client is not considered a larger systems practice assignment; these activities
are part of ongoing work with groups and individuals.
 Larger systems practice includes locality (e.g., neighborhood) development, social
planning, social action, staff education, social administration, class advocacy, resource
development and coordination and networking on a community level.
 The student may engage in educating, and persuading in order to bring about change in the
organization or community, but no adversarial strategies should be used without the
explicit permission of the Field Instructor.
 The assignment may be "one shot" activities, such as attending a board meeting to see how
decisions are made or, the assignments may involve more extended contacts with other
professionals, lay groups,
legislators, etc. In all cases, the experience must be written up and followed by discussion
with the Field Instructor.
 The assignment may be done the following ways:
A.
Direct attempt at intervention
a) Student plays primary role
b) Student plays subsidiary role
B.
Indirect involvement
a) Student observes larger systems practice in action
b) Student interviews a practitioner who has done macro practice
(Categories A and B are not mutually exclusive.)
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The assignment may be the result of special arrangements made by the Field Instructor
with another agency, again preferably an agency serving a similar client population.
The Field Instructor should inform the Faculty Field Liaison as soon as possible if there are
problems in providing these larger system practice opportunities.
EXAMPLES OF ASSIGNMENTS WITH LARGER SYSTEMS
An assignment in monitoring legislation and informing co-workers:
The student picks one issue or a bill that would impact one of the client populations served by the
practicum site and monitors state legislative actions. (One easy way for students to be on top of
legislative priorities and developments is to visit NASW Massachusetts Chapter’s website:
www.naswma.org.) The student then shares his/her findings, either verbally or in writing, with
agency staff and/or interns. This can be done either once or multiple times throughout the
semester. An outline of the presentation is given to the Field Instructor, followed by discussion of
the presentation afterwards in supervision. It should be possible for students to carry this
assignment in all kinds of settings.
An assignment in networking:
Maggie is placed in a shelter for women who have experienced domestic violence. Her agency is
invited to participate in a fair called "Services for Women" to be held in a local shopping mall.
Maggie's supervisor asks Maggie to help set up the agency's display and to spend two hours at the
booth, where she would discuss the services provided with visitors and staff from other agencies.
After she finishes her shift, she talks informally to staff in other agencies, thus discovering
commonalties of interest and concern. After this experience, Maggie and her supervisor discuss
new ways to work together with other agencies serving women. Maggie writes a summary of this
experience.
An assignment in resource development:
Jodie is placed in an agency serving children who are developmentally delayed. Through contacts
with parents, she becomes aware of the need for baby-sitters trained to take care of mildly and
moderately developmentally delayed children. Her supervisor asks her to check out agencies in
town that may provide such training. Jodie is also encouraged to talk to the principal in the high
school to see if students may be interested in being trained. Jodie keeps a log of these contacts. As a
further assignment, the supervisor asks Jodie to write up an outline of what such training may
involve.
Assignments in intra-agency change:
Diane is placed in an elementary school. It has a policy of discouraging parents from calling the
teachers before/after school and from visiting the classroom. Diane and her supervisor agree that
this policy has become a sore point for both parents and teachers. Diane's assignment consists of
talking to the principal about the rationale and history of this policy and then assessing the climate
within the school for change. Diane is also asked to write a brief proposal for changing this policy.
John is placed in a mental health agency. He becomes aware that paraprofessional workers are not
invited to attend staff meetings nor are they given a one-hour lunch break. The supervisor puts
John in touch with the agency's Personnel Committee. John attends a couple of their meetings
before bringing up his question about the paraprofessional workers being treated differently. The
Personnel Committee asks him to submit a written proposal.
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Assignments in advocacy:
Matt is placed in an agency serving clients who are developmentally disabled. He has heard many
complaints from clients about problems with their S.S.I. payments. When the watchdog agency,
Council on Developmental Disabilities, announces a public meeting to hear concerns from people
who are developmentally disabled, the supervisor asks Matt to contact each client who has
complained, encourage him/her to attend the meeting and offer to arrange for transportation or
accompany him/her. Regardless of how many of her clients would actually attend the meeting, Matt
plans to attend it and to voice their concerns.
Stella's agency does not provide much opportunity for advocacy, but the supervisor has recently
worked with the State Nursing Home Ombudsman Program on a case involving an elderly client.
The supervisor arranges for Stella to spend two hours every two weeks at the Ombudsman
Program, taking calls and accompanying the Ombudsman on some nursing home visits. The
Ombudsman Program agrees to this arrangement for six weeks only. Stella keeps a log of her
work.
An assignment in administrative decision-making process:
Maria's agency, a residential children's institution, does not permit any student worker to attend
board meetings. Maria's supervisor, however, sits on the board of another agency which serves
children who are emotionally disturbed. She asks Maria to attend one board meeting that is of
particular interest—deciding whether to drop a pilot program started a year ago. Maria takes notes
during the meeting. During supervision, she and her supervisor discuss the composition of the
board, the functions, the power structure and the decision-making process.
An assignment in community relations:
Thomas is placed in a school for the deaf. The school has a Community Relations Department that
sends out literature to interested citizens, arranges for speakers to lay and professional groups and
organizes tours of the school. Thomas’ supervisor makes arrangements for Thomas to work in the
Community Relations Department one morning a week for two months. He has kept a log of what he
does. At the end of the two months, Thomas discusses with his supervisor his impressions of the
agency's relationship with the community at large and of ways to improve the operations of the
Community Relations Department.
Assignments in legislative advocacy:
Lisa's supervisor at Traveler's Aid Society is asked to testify in a state legislative hearing concerning
the plight of the homeless. Lisa helps her supervisor put together material for the presentation then
goes along to the state house to observe the hearing. This experience is written up and discussed.
Lisa is also asked to follow up on what action is taken by the state to help the homeless.
Dorothy is placed in a residential treatment center. She is asked by her supervisor to participate
in the lobbying effort for an adoption bill that would allow a licensed adoption agency to release
non-identifying information from the adoption record to adoptive parents, birth parents, and
adoptees, eighteen years or older. After studying some written background materials, Dorothy
interviews a staff member in the agency about the rationale for the bill and how its passage would
benefit the children and adults being served by the agency. Dorothy then writes a letter to a house
representative, supporting the bill.
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OUTLINE OF SUGGESTED PRACTICUM ACTIVITIES IN THE FIRST SEMESTER:
BSW STUDENTS AND MSW FOUNDATION YEAR STUDENTS
The Program uses a variety of human services settings as practicum sites, both direct services
agencies and indirect service organizations. No single outline of practicum activities can apply to all
practicum sites. The following outline is meant as a guideline for structuring student field
experiences. Individual consultation regarding practicum contract and assignments will be available
to every Field Instructor through the assistance of the Faculty Field Liaison. The first semester
should focus on establishment of professional relationships, engagement, data gathering,
assessment, planning, and contracting. Consequently, cases and projects should be assigned to
students as quickly as possible.
Weeks 1 – 2
Purpose: Orientation to agency and social work role
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Learn about the basics: information about parking, telephone usage, agency hours,
appropriate dress, snow day, policy and procedure, etc.
Read agency literature such as annual reports, grant proposals.
Review an organizational chart of agency and list of agency personnel and their functions.
Discuss agency clerical and record-keeping procedures.
Discuss confidentiality policy of agency.
Discuss pertinent personnel policies, e.g., travel reimbursement, professional attire.
Discuss safety precautions in and out of agency.
Discuss pertinent administrative procedures.
Meet with staff to learn about their specific duties.
Attend staff meetings and/or case conferences.
Become acquainted with community in which agency and clients are located.
Visit other agencies and service delivery systems.
Discuss common fears about beginning.
Discuss structure for use of supervision.
Read research articles about the clients served by the practicum site and relevant fields of
practice.
Assess student's learning needs, strengths and weaknesses.
Develop a Field Practicum Learning Contract, listing objectives, assignments,
supervision plans and evaluation plans.
Weeks 3 – 5
Purpose: Preparation for establishing relationships with client systems
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Assign first case, group, or project.
Review records of assigned cases or groups.
Observe interviews or group sessions done by Field Instructor or other staff.
Make appropriate initial contacts with client systems.
Begin initial interviews or group sessions.
Obtain Field Instructor feedback.
Weeks 6 – 7
Purpose: Learning about problem definition, data collection and assessment
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Observe other social workers doing a social history.
Read Field Instructor’s or other workers' assessment of an individual client, or a family, or
a group, an organization, or a community.
Write an assessment of a client system.
Participate in case conferences or team meetings.
Participate in mid-term evaluation of own performance.
Weeks 8 – 10
Purpose: Learning about planning, goal setting and contract making
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Assume ongoing responsibility for a client system with focus on problem definition,
planning, goal setting, and contract making.
Continue to participate in case conferences or team meetings.
Weeks 11 – 15
Purpose: Learning about a variety of social work intervention roles and different kinds of writing;
end-of-semester evaluation
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Continue ongoing responsibility for one or more client systems.
Utilize a variety of social work roles (advocate, broker, educator, enabler and mediator).
Learn to write internal memos, referral letters, and referral summaries, requests for
information from other agencies, etc. or similar narrative for review by Field Instructor.
Write a self-evaluation of performance in the practicum.
Review jointly with Field Instructor final evaluation and discuss learning objectives for
the second semester.
OUTLINE OF SUGGESTED PRACTICUM ACTIVITIES IN THE SECOND SEMESTER:
BSW STUDENTS AND MSW FOUNDATION YEAR STUDENTS
In the second semester, the student is expected to demonstrate continued growth in the skills
attained in the first semester of the practicum. If the student had not been working with client
systems larger than individuals and families in the first semester, opportunities should be provided
in the second semester to allow students to learn about group work and larger systems practice.
Weeks 1 – 15:
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Create, plan, lead or co-lead a treatment or task group.
Observe a treatment or task (i.e. staff meeting) group at least three times and evaluate its
effectiveness.
Interview the group leader after observing the group.
Make presentations in case conferences or team meetings.
Discuss and critique agency policies and their implementation.
Learn directly or indirectly about macro practice (e.g., serve as agency representative to a
coalition in the community, accompany Field Instructor who gives expert testimony at a
legislative hearing, prepare a proposal to change an agency policy or improve an agency
procedure).
Discuss diversity issues in intervention in generalist social work practice.
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Discuss ethical dilemmas encountered in the field placement.
Design a plan to evaluate an agency program or progress made by client systems.
Prepare for termination with client systems.
Write transfer or closing summaries.
Write self-evaluation of performance in the practicum.
Review jointly with Field Instructor the final evaluation and identify lifelong professional
development objectives for the student.
Terminate with client systems.
Terminate with colleagues in the agency.
Give feedback to Field Instructor about the placement experience
OUTLINE OF SUGGESTED PRACTICUM ACTIVITIES IN THE FIRST SEMESTER:
CONCENTRATION YEAR MSW STUDENTS
The Program uses a variety of human services settings as practicum sites, both direct services
agencies and indirect service organizations. No single outline of practicum activities can apply to all
practicum sites. The following outline is meant as a guideline for structuring student field
experiences. Individual consultation regarding practicum contract and assignments will be available
to every Field Instructor through the assistance of the Faculty Field Liaison.
Weeks 1 – 2
 Learn about agency basics: information about parking, telephone usage, agency hours,
appropriate dress, snow day, policy and procedure, etc.
 Read agency literature such as annual reports, grant proposals.
 Review an organizational chart of agency and list of agency personnel and their functions.
 Discuss agency clerical and record-keeping procedures.
 Discuss confidentiality policy of agency.
 Discuss pertinent personnel policies, e.g., travel reimbursement, professional attire.
 Discuss safety precautions in and out of agency.
 Discuss pertinent administrative procedures.
 Meet with staff to learn about their specific duties.
 Attend staff meetings and/or case conferences.
 Become acquainted with community in which agency and clients are located.
 Visit other agencies and service delivery systems.
 Read research articles about the clients served by the practicum site and relevant fields of
practice.
 Read Field Instructor’s or other workers' assessment of an individual client, or a family, or a
group, an organization, or a community
 Discuss hopes and fears about new placement setting.
 Discuss student’s previous practicum experience including areas of identified strength,
continued growth and learning needs.
 Discuss supervision expectations and preferences.
 Discuss and plan for how differences and challenges in the supervisory relationship will be
managed.
 Review and discuss Wheelock-specific Advanced Practice Behaviors in the agency setting.
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Discuss additional classes student is enrolled in; have student provide copy of syllabi.
Observe interviews or group sessions done by Field Instructor or other staff
Develop Field Practicum Learning Contract
Weeks 3 – 15
 Assign cases, groups, or projects.
 Review records of assigned cases or groups.
 Make appropriate initial contacts with client systems.
 Begin initial interviews or group sessions.
 Write an assessment of a client system and review with Field Instructor
 Actively participate in case conferences or team meetings.
 Discuss ethical dilemmas encountered in the field placement.
 Design a plan to evaluate an agency program or progress made by client systems.
 Identify opportunities to progressively take a leadership stance in agency setting.
 Make presentations and/or facilitate a case conference or team meeting.
 Identify and analyze social policy related to agency.
 If applicable, discuss Integrative Human Rights Action Project.
 Ongoing discussions about student performance evaluation and learning
 Review and complete Semester End evaluation and identify learning goals for second
semester
OUTLINE OF PRACTICUM ACTIVITIES IN THE SECOND SEMESTER:
CONCENTRATION YEAR MSW STUDENTS
Weeks 1 - 15
 Discuss classes student is newly enrolled in; have student provide copy of syllabi.
 Review Semester End evaluation and discuss already identified learning goals for second
semester
 Assume increased responsibility for client systems with focus on problem definition,
planning, goal setting, and contract making.
 Ongoing discussions about student performance evaluation.
 Discuss and analyze organizational leadership, fundraising and community asset building
related to agency setting.
 Prepare for termination with client systems.
 Make presentations and/or facilitate a case conference or team meeting.
 Discuss student strengths, interests and areas for continued growth as related to job search
and lifelong professional development.
 Discuss how internships skill sets can translate to other social work settings.
 If applicable, present Integrative Human Rights Action Project in agency setting.
 Prepare for termination with client systems.
 Terminate with client systems.
 Terminate with colleagues in the agency.
 Review and complete Semester End evaluation.
 Give feedback to Field Instructor about the placement experience.
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PROCESS FOR DISRUPTIONS IN THE FIELD PRACTICUM
A change in field practicum is not encouraged and should only be undertaken after serious reflection
and with the student’s understanding that the decision to change may delay or even extend a
student’s time in the program. This is due to the fact that it is difficult to identify a new practicum
after the academic year has begun and/or the student may need additional time to prepare to be
successful in the field. In instances where it is determined that a match between a student and
placement site is not compatible, when the placement seems inappropriate, or when the site
identifies concerns that could result in termination of a student’s placement, the following
sequential steps are taken:
1. After addressing the issues initially with the Field Instructor, the student notifies the
Faculty Field Liaison of concerns, and the two parties discuss options and ideas. The
student may also discuss the situation with the Faculty Advisor for support.
2. The student continues to work with the Field Instructor in order to address concerns and
problems and to explore resolutions.
3. The Faculty Field Liaison alerts the Social Work Field Education Office to the concerns
and discusses any past problems and steps attempted towards resolution. The
Faculty Advisor may be brought into the process at any time.
4. If the issues persist, the student, the Faculty Field Liaison, and the Field Instructor meet
together in an attempt to create the best possible learning environment, and to address
concerns of all parties.
5. When possible, the outcome of the aforementioned meeting will be one of consensus. If the
concerns have progressed to a point beyond resolution, the Faculty Field Liaison and
student will inform the Field Instructor and practicum site and arrange for a termination
timetable.
6. The Faculty Field Liaison works closely with the Social Work Field Education Office
during this process to ensure a satisfactory outcome for all involved.
7. During this time, the Social Work Field Education Office may also contact the student’s
other course instructors to learn if concerns with the student’s performance have been
noted in the classroom.
8. If a student is asked to leave or chooses to leave the field placement, the information
related to the departure will be shared with the Faculty Field Liaison, Faculty Advisor, and
may be shared with future potential field placement sites. The student, Field Instructor,
and Faculty Field Liaison complete a “Perception of Disrupted Placement” form.
9. After gathering feedback from all parties involved in the disrupted placement, a Field
Readiness Agreement may be prepared for the student; in instances where an Agreement
is implemented, the student will adhere to all steps outlined in the Agreement in order to
receive clearance to re-enter Field;
10. Once cleared to re-enter Field, the Social Work Field Education Office, in conjunction
with the student, begins to identify and secure a new placement.
11. The Social Work Field Education Office sends appropriate materials to the new site.
12. The student remains in close contact with the Social Work Field Education Office, Faculty
Field Liaison, and Faculty Advisor for continued support during this placement transition
process.
In instances where a student is not able to meet the demands of the practicum, the sequential steps
to be taken are as follows:
1. The Faculty Field Liaison, informed by the Field Instructor, discusses concerns with
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the student, outlines areas of concern, and sends a formal written academic progress
reports, or Compass, with specific goals and a timeline for improvements.
2. If improvement does not occur, the Faculty Field Liaison alerts the Social Work Field
Education Office and the Faculty Advisor of the need for a course of action to be established
and specific responsibilities to be assigned. The Program Chair is also alerted of the
concerns.
3. The student’s situation is discussed among the student, the Social Work Field Education
Office, Faculty Field Liaison, and Faculty Advisor, considering options and determining a
course of action (e.g., new placement, taking a leave of absence, being counseled out of the
program, etc.)
4. If a new placement is decided upon, procedures 7, 8, 9, 10, 11, and 12 as outlined above will
be followed.
The Social Work Field Education Office may request consultation from the BSW or MSW Program
Chair or the Associate Dean at any point in the abovementioned process.
WITHDRAWAL FROM PRACTICUM
Voluntary Withdrawal from Field Practicum
A student whose performance is substantively compromised due to health issues must submit
documentation confirming that his or her health issues exist such that either a voluntary
withdrawal is necessary or explaining how the student may fulfill the requirements of the
practicum with reasonable accommodations. To request withdrawal from a practicum due to
health issues, a student must submit:
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a written petition describing the health issues;
a written statement from the student’s Field Instructor stating that the student
was performing satisfactorily at the time of withdrawal; and,
a written statement from a medical and/or mental health professional describing the
student’s health issues and explaining the reason(s) for the student’s inability to satisfy all
the requirements of the practicum.
A set of these documents must be submitted to the Director of Social Work Field Education, the
BSW or MSW Program Chair, and another to the Scholastic Review Board—SRB (for BSW students)
and the Graduate Review Board—GRB (for MSW students), along with the “Withdrawal from
Practicum” form available on MyWheelock under the Student tab. The SRB and GRB make the final
determination as to whether a voluntary withdrawal will be granted for health reasons. In
situations where this is not granted and/or the withdrawal takes place after the College
withdrawal deadline set for each semester, the student remains responsible for the tuition
covering the practicum.
A student who withdraws from a practicum at any time during a semester for reasons other than
documented health issues approved by the SRB or GRB will automatically receive a failing grade of
F.
A student who has interrupted his/her successful completion of a Field Practicum due to extreme
circumstances, must work closely with his/her Faculty Field Liaison, the Social Work Field
Education Office, and the student’s Faculty Advisor to craft a plan for withdrawal, Field Readiness
Agreement, if applicable, or alternative completion of the placement. In consultation with the
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appropriate Program Chair (undergraduate or graduate) and the Associate Dean, the student will
work diligently to seek an agreeable solution to meet the student’s needs, agency expectations, and
program requirements.
REINSTATEMENT IN A PRACTICUM
A student who has requested a voluntary withdrawal for health reasons or has failed a practicum
must request reinstatement before entering another practicum by taking the following steps:
BSW Students
 complete a “Request for Continuance in a Practicum” form available on MyWheelock.
 submit documentation from a medical or mental health professional to support his or her
reinstatement in a practicum; and,
 submit the completed form and all supporting documentation to the Scholastic Review
Board by October 1, if the student wishes to enter a practicum in the next succeeding
spring semester, and by March 15, if the student wishes to enter a practicum in the
next succeeding fall semester.
Requests for reinstatement are initially screened by the Scholastic Review Board and the Dean of
the School.
MSW Students
 complete a “Request for Continuance in a Practicum” form available on MyWheelock,
 submit documentation to support his or her reinstatement in a practicum; and,
 submit the completed form and all supporting documentation to the Graduate Review
Board at least one semester prior to the beginning of the semester that the student wishes
to be reinstated in a practicum.
Requests for reinstatement are initially screened by the Graduate Review Board and the Dean of the
School. In some cases, students in either the BSW or MSW Program will be asked to submit
additional evidence (e.g., documentation related to additional human service work completed
during the time away from school, a letter of recommendation from a supervisor of this work, letters
for support of readmission, and a letter from the student him/herself, etc.) before they will be
allowed to participate in another practicum. A student who voluntarily withdraws from a practicum
due to health issues must complete the above steps and also submit documentation that her/his
health issues have been resolved, or explain how s/he may fulfill the requirements of the practicum
with reasonable accommodations.
Incomplete Grade Status
Students may not receive incomplete grades in any courses the semester prior to entering or
continuing on in a practicum. Any exception to this policy must be approved by the Scholastic
Review Board or the Graduate Review Board. All incomplete grades must be formally resolved and
the grade change submitted by the instructor to the Registrar’s Office before return to practicum
will be permitted.
Standards of Conduct
The unlawful manufacture, distribution, dispensation, possession or use of controlled substances,
illicit drugs or alcohol by students on College property or as part of any College-sponsored activity,
including field placement activity, is prohibited. A full statement of standards of conduct,
disciplinary sanctions, and the appeals process as stated in the Wheelock College Student Handbook
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is included in Section I: Introduction to Wheelock College.
Behaviors Requiring Immediate Termination from Placement
Some behaviors are so grievous that they will result in immediate termination from a placement.
These include, but are not limited to: inflicting or threatening to inflict injury to a client, agency staff
member, or any other person related to performance of professional duties; abusing a controlled
substance or alcohol so that it affects performance; becoming sexually involved with clients; and
engaging in illegal behaviors which reflect upon the student’s ability to perform professionally or
which reflect negatively upon the profession. There may be other behaviors that will result in
termination from placement or in other types of penalties.
Disciplinary Sanctions
The College will impose disciplinary sanctions on students who violate the Standards of Conduct set
forth in this policy. Violations of the Standards of Conduct may result in disciplinary action up to and
including dismissal and referral for prosecution. Penalties for the violation of local, state and federal
laws pertaining to illicit drugs and alcohol are set forth in the Policy and include imprisonment
and/or fines.
Disciplinary sanctions which may be imposed on students include, but are not limited to, written
warning, confiscating of the alcohol or drugs, referral to the relevant student Review Board,
mediation, disciplinary notice, termination of privileges, disciplinary probation, suspension,
expulsion and referral for prosecution. As an alternative to imposing any given lever of discipline,
the College may provide a student with one or more of the following alternatives: 1) completion of
an appropriate rehabilitation program, 2) restitution, or 3) acceptance of mutually agreed upon
conditions for continuation of the privilege to attend the College.
In addition to these sanctions, those students who violate the Wheelock College Drug and Alcohol
Awareness policy may be required to attend counseling and/or evaluation sessions. For
information on the counseling and treatment services available, please refer to the Wheelock
College Student Handbook.
Appeals Process
Students may appeal the grading by the Faculty Field Liaison by following the College’s appeal
process as outlined in the Wheelock College Student Handbook.
Follow-Up
If it is determined that a student cannot continue in the Social Work Program, the following support
services can be utilized:
 Assistance of the Office of Academic Advising to consider alternative educational plans at
Wheelock for undergraduate students;
 Assistance of college career planning staff to assist student in determining appropriate career
goals; and
 Referral for counseling services for assistance in resolving emotional or other issues.
PROTOCOL FOR ADDRESSING PRACTICUM ETHICAL PROBLEMS
Wheelock College has as one of its main goals the development of an educated person and
professional. The Social Work Program faculty commits itself to educating and developing
professionals dedicated to improving the quality of life for children, adults, families, organizations,
and communities and to helping advance social justice. The programs infuse their curricula with
content, values, and ethics that guide professional social workers, students, and independent
practitioners. Such a commitment and the infusion of values and ethics into the social work
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practicum experience require a procedure for handling agency ethical problems that may occur.
This procedure requires that students be aware that social workers have a commitment to making
institutions more humane and responsive to human needs. The Social Work Program, consistent
with NASW’s ethical code, trains its students to accept the responsibility for clarifying values and
resolving ethical dilemmas.
In the course of the practicum, students may come across ethical dilemmas that are client focused
and should be addressed in the context of supervision. They may also encounter ethical dilemmas
that relate to agency policy and practice or staff behavior. In these situations, students need to
know that placement agencies can respond to agency-based ethical problems in a variety of ways.
Regardless of the source of the dilemma, students should keep in mind that the “values, principles,
and standards in the NASW Code are relevant to any situation in which ethical judgment is
warranted.” As students grapple with all ethical problems and dilemmas, the Social Work Program
expects them to function “within the structure of the organization and service delivery systems
and, under supervision to seek necessary organizational change,” if required, to address the
presenting ethical problem. This level of ethical responsibility of social work interns is supported
by the NASW Code of Ethics, which requires social workers to consider its Code of Ethics as their
primary source of ethical information (NASW Code of Ethics, 2008).
One of the major responsibilities of the Social Work faculty is to support students through the
process of addressing an agency-based ethical problem during the practicum year. The Director of
Social Work Field Education will support, supervise, guide, and direct that process. However, each
person has procedural expectations that must be met in order to bring the ethical problem to a
successful resolution.
I.
Student
A. Upon learning of a potential agency-based ethical problem, the student is expected to
do the following:
1.
Discuss the problem with the Faculty Field Liaison and the agency Field
Instructor. Both are always the first two persons to be told about the ethical
problem. The student may choose either one as the first person to consult.
However, the student must notify the other person within seven (7) days. In
the event where the Field Instructor is suspected of unethical behavior, the
Faculty Field Liaison automatically becomes the first person to be consulted.
2.
Ask the Field Instructor, or other appropriate agency personnel, if the
agency has a written personnel or ethical grievance procedure. If so, the
student is expected to follow the agency’s procedures.
inform the Faculty Field Liaison of the intra-agency personnel
and/or ethical grievance procedure.
Write an ethical incident report. The report must include data related to:
a.
3.
a.
b.
c.
d.
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when, where, and under what circumstances the incident occurred;
who was involved;
what the ethical problem is, citing relevant sections of the NASW Code
of Ethics;
what the ethical implications and dilemmas may be;
what, if anything, has already been done in reference to this problem;
and,
f.
the student's own ideas and suggestions about how this
problem should be approached.
Submit identical copies of the report to both the Faculty Field Liaison
and the Field Instructor.
e.
4.
5.
Understand that neither Wheelock College nor the agency can guarantee
complete student confidentiality because of the profession's requirement to
act on ethical problems.
6.
Refrain from sharing the ethical problem with agency personnel, at least
initially, except for the Field Instructor.
B. In the event that it is the Field Instructor who is suspected of unethical behavior, or the
agency does not have an ethical or grievance procedure, the student will proceed with
the following steps:
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1.
Inform the Faculty Field Liaison, who will in turn inform the Director of
Social Work Field Education.
2.
Consult relevant literature on ethical decision making, and seek additional
consultation from one or more of the following: agency-based, school-based,
or professional organization-based ethics committee, the profession's
regulatory body such as the social work licensing board, knowledgeable
colleagues, other agency supervisors, or legal counsel. (Refer to phone
numbers given below)
3.
Take action after discussion with the Faculty Field Liaison and Director
of Social Work Field Education.
4.
Notify the Faculty Field Liaison and the Director of Social Work Field
Education of the action and outcome of the ethical problem. In the event
that the student is dissatisfied with the way the Faculty Field Liaison is
addressing his or her ethical concerns, the student will go directly to the
Director of Social Work Field Education and, if necessary, to the Program
Chair.
II.
Field Instructor
A. Upon learning of a potential agency-based ethical problem, the Field Instructor is expected
to do the following:
1.
Hold an initial discussion with the student about the ethical problem.
2.
Contact the Faculty Field Liaison and hold a three-way conference to decide
what to do.
3.
Make available to the student a copy of the intra-agency procedures.
4.
Read student's ethical incident report.
5.
Support the student's effort to utilize resources and take appropriate action.
III.
Faculty Field Liaison
A. Upon learning of a potential agency-based ethical problem, the Faculty Field Liaison is
expected to do the following:
1.
2.
3.
4.
5.
6.
Hold an initial discussion with the student about the ethical problem.
Contact the Field Instructor and hold a three-way conference to decide what to
do.
Send copy of the intra-agency procedures to the Director of Social Work
Field Education. Read the student's ethical incident report and forward a
copy to the Director or Assistant Director of Social Work Field Education.
Support the student's effort to utilize resources and take appropriate action.
Encourage the student to bring up issue in the Field Seminar. (No names
of agency staff should be used.)
Consult with Director of Social Work Field Education about the
appropriateness of keeping the student at the practicum site.
IV.
Director of Social Work Field Education
A. Upon learning of a potential agency-based ethical problem, the Director or Assistant
Director of Social Work Field Education is expected to do the following:
1.
To be informed, by any of the parties involved, of the potential ethical
problem within seven (7) days of the student learning of it.
2.
Consult with the Faculty Field Liaison to determine what, if anything, has
already been done to address the issue and whether the student is satisfied
with the results of the initial consultation with Faculty Field Liaison and Field
Instructor; i.e., that it was not an ethical problem, or that the agency is
already aware of it and taking action.
3.
Consult with the Program Chair, who will, in turn, discuss the issue with the
Associate Dean, if the problem is not being addressed, or if the student
and/or the Faculty Field Liaison are dissatisfied with how the issue is being
handled.
V.
Program Chair
A. Upon learning of a potential agency-based ethical problem, the Program Chair is expected
to do the following:
1.
Consult the Associate Dean of Social Work, Leadership, and Policy.
2.
Develop a plan for addressing the concern.
VI.
The Associate Dean
A. Upon learning of a potential agency-based ethical problem, the Associate Dean is expected
to do the following:
1.
Contact the Director of the site regarding the concern, when appropriate.
2.
Maintain communication with the Dean of Graduate and Professional
Programs, the Vice President for Academic Affairs, and the College’s attorney,
if necessary, regarding further actions that might be taken.
Social Work Ethics: Other Resources
National Association of Social Workers (NASW) Ethical Hotline 617-227-9635, Ext. 10
(Leave name and number and someone from the Ethical Issues Committee will return your
call.)
NASW How to File a Grievance Hotline 617-227-9635, Ext. 17
Massachusetts Board of Registration of Social Workers 617-727-3073
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Wheelock College –
Field Practicum
Field Practicum Forms (BSW & MSW)
The following pages provide the Field Practicum forms that are required of all students in the field.
These forms can also be found on the Field Seminar Moodle pages or by searching “Field Practicum
Forms for Social Work Students” on the Wheelock website (www.wheelock.edu). All students must
complete and submit forms as indicated by the field calendar available at the end of this handbook,
and as requested by the Faculty Field Liaison. Delayed or non-submission of Field Practicum forms
may result in a failing grade or the delay in final grade assignment.
Forms include:
 Field Placement Information Sheet
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Flexible Field Option Agreement
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Student Internship at Employment Agreement
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Learning Contract & Evaluation: BSW & Foundation Year MSW
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Learning Contract & Evaluation: MSW Concentration Year
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Student Weekly Report on Field Practicum
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Verbatim Process Recording Form
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Larger Systems Process Recording Form
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Group and Family Process Recording Form
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Perception of Disrupted Placement - Student
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Perception of Disrupted Placement - Faculty Field Liaison
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Perception of Disrupted Placement - Field Instructor
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Evaluation of Practicum Site - Student
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Evaluation of Practicum Site & Field Instructor - Faculty Field Liaison
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Evaluation of Faculty Field Liaison - Field Instructor
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Summary of Student Practicum Experience - Faculty Field Liaison

2014-2015 Important Social Work Field Education Dates
Wheelock College Social Work Field Education Office
FIELD PLACEMENT INFORMATION SHEET
1. CONTACT INFORMATION
Full Name:
Address during Academic Year:
Home Phone:
Personal Email Address:
Wheelock Email Address:
Cell Phone:
Program Plan and Location (check all that apply):
Boston
Worcester
2. PLACEMENT IS FOR:
Full-time
Part-time
Advanced Standing
BSW (min. of 16 hours/week)
MSW Foundation Year (min. of 16 hours/week)
MSW Concentration Year (min. of 24 hours/week)
Advanced Standing (100 hour summer placement + Concentration Year)
3. DUAL DEGREE/CERTFICIATES
JJYA (BSW)
Organizational Leadership (MSW)
Medical Social Work (MSW)
Early Childhood Mental Health (MSW)
4. Attach Resume (visit the Center for Career & Professional Development web page for assistance
http://www.wheelock.edu/academics/career-services/students-and-alumni)
5. What languages do you speak (other than English)?
6. Will you have access to an automobile this school year?
Do you have a valid driver’s license?
Y
N
7. Are you a U.S. Citizen?
Y
Fluency:
Y
N
N
8. Please identify, or be prepared to discuss, any special circumstances which may need to be considered
with regard to field placement (sensory or physical limitations, personal experience with a content area,
home responsibilities, schedule constraints, or others):
9. Are you considering doing an internship at your place of employment?
(Discuss with assigned Field Education staff member)
125
Y
N
10: Are you considering utilizing the flexible field option during your internship?
Y
N
(for Boston MSW only; Foundation Year 12 hours/week; Concentration Year 16 hours/week)
11. Is geographic location a major consideration for you in field agency placement?
If yes, please explain:
Y
N
12. Do you have any strong negative or positive feelings about the type of agency, population, or issue
area where you might be placed? If so, please specify briefly:
13. If you are a working student, what plans have you made to decrease or flex your hours in order to
complete your field education hours? (Field Education hours are typically completed during the Monday to
Friday, 8am to 5pm work week).
14. What are you hoping to get out of your internship this year?
15. What skills and knowledge do you bring to your placement? Please summarize your previous social
service experience.
16. What skills and knowledge do you hope to develop this year?
17. What is your learning style and what type of supervision do you prefer?
18. What is your ability/preference to work both independently and in teams?
19. Please note anything else you think is important to be considered during your placement planning
process:
Come prepared to discuss different experiences that what you have had, strengths and gaps in your skills,
new settings, populations and your career goals.
RESUME MUST ACCOMPANY THIS FORM
Please email both to your assigned Field Education staff:
[email protected] or [email protected] or [email protected]
I am aware that most agencies are required to request Criminal History Record checks prior to approving
student placement. I am also aware that I may be responsible for facilitating my own Criminal History
Record checks. I am aware that some placement agencies may require health clearances prior to
beginning placement for which I am responsible. I am also aware that my resume and information about
my educational and professional experience will be shared and transmitted electronically to prospective
field education agencies.
By checking this box, you confirm that you have read and completed this Field Placement Information
Sheet
*Form adapted from Salem State University School of Social Work – 03/2014
126
Wheelock College – Field Practicum
Flexible Field OPTION Agreement
Purpose: To document student’s understanding of implications of extending field placement hours;
document agency agreement with flexible field schedule
Filled out by: Student; agency and student signature required
Submitted to: Social Work Field Education Office by Friday, September 12, 2014
The MSW Program at Wheelock College is committed to providing support and flexibility to our students
so that they have the greatest opportunity to be successful in achieving academic and professional goals.
Being mindful that many of our students are not only graduate students but may also be juggling an array
of professional and personal responsibilities, we work with the individual student, the Faculty Advisor, and
the potential Field Practicum site to craft a program plan that best suits the student’s individual needs (e.g.,
extended/“flex” field placement). The student is still required to meet all the requirements of her/his
educational program and to fulfill the expectations of the practicum site. Please note that most field
placement sites require students to be available during typical business hours, Monday-Friday, 8 a.m. – 5
p.m. A very limited number of field placement sites may be able to accommodate internship hours in the
evenings and on weekends and cannot be guaranteed.

Students who would like to utilize the “Flexible Field” option must have this approved by the
th
practicum site and fill out the associated paperwork prior to September 12 .

Foundation Year MSW students utilizing the Flexible Field Option are required to be in
field a minimum of 12 hours a week.

Concentration Year MSW students utilizing the Flexible Field Option are required to be in
field a minimum of 16 hours a week.

Students opting for the Flexible Field Option may see their practicum extended beyond the
end of the academic year. MSW students who are in their field placement for 30 hours or
more a month during the individual months of June, July or August are required to enroll in
the Social Work Field Practicum and Summer Seminar.

MSW students utilizing the Flexible Field Option must have this option approved by the agency
and Field Instructor during the field placement process.

Final semester Concentration Year students who have not completed their hours in field by the
time grades close will receive an “R” for Field Practicum and Seminar indicating that they are in
the process of completing their hours. The Registrar’s office can provide necessary degree
completion documentation for employment purposes. Once final grades have been entered,
students will receive their official diploma in August.
Print Field Instructor Name: _________________________________________________________________________________
Field Instructor Signature: _____________________________________________________________________________________
Print Student Name: ________________________________________________________________________________________
Student Signature: ___________________________________________________________________________________________
Date: ___________________________________________________________________________________________________________
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Wheelock College – Field Practicum
Student internship at Employment Agreement
Purpose: To differentiate student’s role as a learner from that of a paid employee
Filled out by: Employer, Student, Internship Supervisor/Field Instructor (all three signatures required)
Submitted to: Social Work Field Education Office by Friday, September 12, 2014
The undersigned agency
(the “Employer”) employs the following
Wheelock College student
(the “Student”) and hereby releases Wheelock
College (the "College") from any liability that may arise out of the Employer's employment of the Student
outside a College-conducted practicum internship, field placement or other off-campus learning program
("Academically Approved Placement") and makes the following acknowledgments and agreements:

The Employer acknowledges that it employs the student solely on its own behalf and not in conjunction
with the College.

The Employer acknowledges that the College has made no representations to the Employer, either explicit
or implicit, that the student is qualified to work in any particular position with the Employer.

The Employer acknowledges that the College does not, and has no responsibility to in any way supervise the
student in his/her employment with the Employer.

The Employer acknowledges that it did not rely on any representation, either explicit or implicitly, from the
College in hiring the student and in assigning his/her tasks, but acted solely in its own discretion.

The Employer agrees to defend, indemnify and hold harmless the College for any liability arising out of the
Employer's employment of the Student. Wheelock College will cover the Student under the institution’s
insurance policy while in the role of a Student.

The Employer acknowledges that it is responsible for insuring the Student against harm and for liability
arising from his/her employment with the Employer and that such insurance is in no way the
responsibility of the College.

Internship placement responsibilities are to be separate from employment responsibilities.

Internship supervisor is to be separate from employment supervisor.
Place of Employment: ___________________________________________________________________________________________
Printed Name and Title of Employment Supervisor: ___________________________________________________________
Employment Supervisor Signature: ___________________________________________________________________________
Employment Supervisor Email:
Employment Supervisor Phone: _______________________
Printed Name and Title of Internship Supervisor: ______________________________________________________________
Internship Supervisor Signature: _________________________________________________________________________________
Internship Supervisor Email:
Internship Supervisor Phone: _____________________________________
Printed Name of Student: ___________________________________________________________________________________________
Student Signature: ___________________________________________________________________________________________
Date: ___________________________________________________________________________________________
128
Wheelock College – Field Practicum
Learning contract & evaluation: BSW & Foundation Year MSW
The purpose of this document is to: 1) establish activities that will help BSW and Foundation Year MSW students develop and apply the Core
Competencies and practice behaviors based on generalist social work practice; and 2) evaluate the student’s generalist social work practice.
It is designed to serve as both the Learning Contract and Semester End Evaluation.
 The Learning Contract (Activities and Measurement/Methods) is to be completed by the Student and Field Instructor during the first weeks of
placement and submitted to the Faculty Field Liaison. BSW students and Field Instructors are expected to update and submit these portions again
in January. Foundation Year MSW students are encouraged to update throughout the academic year.

The Semester I Evaluation portion is to be completed by the Student and Field Instructor at the end of the 1st semester and submitted to the
Faculty Field Liaison.

The Semester II Evaluation portion is to be completed by the Faculty Field Liaison in a collaborative manner with the Student and Field
Instructor.
□ Semester I
□ Semester II
Print Student Name
Placement Site
Print MSW Field Instructor Name
Placement Address
Phone
Field Placement Days & Hours
Email
Print Agency Supervisor Name
Phone
Print Faculty Field Liaison Name
Email
Day and time of weekly supervision and other learning opportunities:
Describe agency safety plan as discussed with student:
□ Check if internship follows a school year calendar or alternate start or end dates.
Start and end dates are:_____________________________
129
Generalist Practice
Behavior
How core competency is
behaviorally
operationalized. Behavior
student is expected to
learn.
Learning Contract REFERENCE KEY
Learning Activities &
Measurements/Methods for
Responsibilities
Learning
Agency specific opportunities that
will allow student to learn and refine
generalist practice behaviors:
 student assignments
 tasks
 project plans
 learning experiences
How activities will be
monitored and evaluated. Examples:
 process recordings review
 exploration in supervision
 supervisor observation
 participation in meetings
 Field Instructor review of
student documentation
 Role plays during supervision
Evaluation Scale
(not applicable for Learning Contract
development)
EVALUATION Scale REFERENCE KEY
The following categories are based on a multidimensional framework for assessing the student’s competence which takes into account the following
dimensions of performance: consistency; quality; level of independence; time needed to accomplish tasks; steady progress; integration of knowledge,
values and skills; ability to transfer learning from one activity another. Each of the specific practice behaviors should be evaluated using the
competency rating scale. Please provide examples under the “evaluation comments” section. This scale was crafted through NECON (New England
Consortium of Graduate Social Work Field Education Directors).
UP = Unacceptable Progress: Never demonstrates awareness, knowledge and skills as a social work intern
PC = Pre-Competence: Rarely demonstrates and integrates, values, knowledge and skills; needs constant supervision; quality of work is uneven; tasks
are not completed in reasonable time; knowledge/skills not transferred from one assignment to another; progress uncertain
EC = Emerging Competence: Beginning to demonstrate or inconsistently demonstrates values, knowledge and skills; integrates and applies learning
from one activity to another inconsistently or inappropriately some of the time; progressing towards effective use of supervision; learning is becoming
more efficient; progress is evident and moving in a positive direction
C = Competence: Consistently demonstrates and integrates values, knowledge and skills with sufficient mastery and independence; uses supervision
for consultation appropriately, appropriately applies learning form one activity to another; uses time well to accomplish tasks and assignments; ready
to move to advanced placement or beginning practitioner level
AC = Advanced Competence: Always demonstrates, integrates and applies values, knowledge and skills in all activities independently and
exceptionally well. Uses consultation appropriately; performs activities in a timely and efficient manner; able to teach others. (* NOTE: If applicable,
only to be utilized during final semester)
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THE FOLLOWING 41 GENERALIST PRACTICE BEHAVIORS ACTUALIZE THE TEN SOCIAL WORK CORE COMPETENCIES
Competency #1. Professional Identity
Identify as a professional social worker and conduct oneself accordingly
GENERALIST
Practice Behavior
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
Advocates for client access to the services of
social work
□ UP
□ PC
□ EC
□ C
Practices personal reflection and selfcorrection to assure continual professional
development
□ UP
□ PC
□ EC
□ C
Attends to professional roles and boundaries
□ UP
□ PC
□ EC
□ C
Demonstrates professional demeanor in
behavior, appearance, and communication
□ UP
□ PC
□ EC
□ C
Engages in career-long learning
□ UP
□ PC
□ EC
□ C
Effectively uses supervision and consultation
□ UP
□ PC
□ EC
□ C
131
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #2. ETHICAL PRACTICE
Apply social work ethical principles to guide professional practice
GENERALIST
Practice Behavior
Recognizes and manages personal values in a
way that allows professional values to guide
practice
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Makes ethical decisions by applying standards
of the NASW 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
Tolerates ambiguity in resolving ethical
conflicts
□ UP
□ PC
□ EC
□ C
Applies strategies of ethical reasoning to arrive
at principled decisions
□ UP
□ PC
□ EC
□ C
132
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #3. CRITICAL THINKING
Apply CRITICAL THINKING TO INFORM AND COMMUNICATE PROFESSIONAL JUDGEMENTS
GENERALIST
Practice Behavior
Distinguishes, appraises, and integrates
multiple sources of knowledge, including
research-based knowledge, and practice
wisdom
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Analyzes models of assessment, prevention,
intervention, and evaluation
□ UP
□ PC
□ EC
□ C
Demonstrates effective oral and written
communication in working with individuals,
families, groups, organizations, communities,
and colleagues
□ UP
□ PC
□ EC
□ C
133
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #4. Diversity in practice
Engage diversity and differences in practice
GENERALIST
Practice Behavior
Recognizes the extent to which a culture’s
structures and values may oppress,
marginalize, alienate, or create or enhance
privilege and power
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Gains sufficient self-awareness to eliminate the
influence of personal biases and values in
working with diverse groups
□ UP
□ PC
□ EC
□ C
Recognizes and communicates an
understanding of the importance of difference
in shaping life experiences
□ UP
□ PC
□ EC
□ C
Views self as learner and engages those with
whom they work as informants
□ UP
□ PC
□ EC
□ C
134
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #5. Human rights & justice
advance human rights and social and economic justice
GENERALIST
Practice Behavior
Understands the forms and mechanisms of
oppression and discrimination
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Advocates for human rights and social and
economic justice
□ UP
□ PC
□ EC
□ C
Engages in practices that advance social and
economic justice
□ UP
□ PC
□ EC
□ C
135
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #6. Research based practice
Engage in research-informed practice and practice-informed Research
GENERALIST
Practice Behavior
Uses practice experience to inform scientific
inquiry
Uses research evidence to inform practice
136
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #7. Human behavior
Apply knowledge of human behavior and the social environment
GENERALIST
Practice Behavior
Utilizes conceptual frameworks to guide the
processes of assessment, intervention, and
evaluation
Critiques and applies knowledge to understand
person and environment
137
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #8. Policy practice
Engage in policy practice to advance social and economic well-being to deliver
effective social work services
GENERALIST
Practice Behavior
Analyzes, formulates and advocates for
policies that advance social well-being
Collaborates with colleagues and clients for
effective policy action
138
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #9. Practice Contexts
Respond to contexts that shape practice
GENERALIST
Practice Behavior
Continuously discovers, appraises and attends
to changing locales, populations, scientific and
technological developments, and emerging
societal trends to provide relevant services
Provides leadership in promoting sustainable
changes in service delivery and practice to
improve the quality of social services
139
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
competency #10. Engage, Assess, Intervene, Evaluate
Engage, assess, intervene, and evaluate with individuals, families, groups, organizations
and communities
GENERALIST
Practice Behavior
Engagement
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
Substantively and affectively prepares for
action with individuals, families, groups,
organizations and communities
□ UP
□ PC
□ EC
□ C
Uses empathy and other interpersonal skills
□ UP
□ PC
□ EC
□ C
Develops a mutually agreed-on focus of work
and desired outcomes
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
Assessment
Collects organizes, and interprets client data
□ UP
□ PC
□ EC
□ C
Assesses client strengths and limitations
□ UP
□ PC
□ EC
□ C
Develops mutually agreed-on intervention
goals and objectives
□ UP
□ PC
□ EC
□ C
140
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ AC *
GENERALIST
Practice Behavior
Selects appropriate intervention strategies
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
□ AC *
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
□ AC *
Implements prevention interventions that
enhance client capacities
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
□ AC *
Helps clients resolve problems
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
□ AC *
Negotiates, mediates, and advocates for clients
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
□ AC *
Facilitates transitions and endings
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
□ AC *
Intervention
Initiates actions to achieve organizational goals
141
GENERALIST
Practice Behavior
Evaluation
Critically analyzes, monitors, and evaluates
interventions
Learning Activities & Responsibilities
Measurements/Methods for
Learning
□ UP
□ PC
□ EC
□ C
Evaluation Comments
Examples used to support evaluation scale ratings of generalist practice behaviors:
Field Instructor’s overall evaluation of the student’s performance:
142
Evaluation
Semester I
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
Professional growth and development goals for next semester:
Student comments on strengths and areas for improvement:
Print Student Name:
Print Field Instructor Name:
Learning Contract Signatures:
Student Signature:
Date:
Instructor
WheelockField
College
– Signature:
Field Practicum
Date:
Learning contract & evaluation: BSW & Foundation Year MSW practice behaviors
Print
Faculty
Liaison Name:
Faculty
Field
Liaison
Signature:Year MSW students develop and Date:
The
purpose
of Field
this document
is to: 1.) establish activities that
will help
BSW
and Foundation
apply the Core
Competencies and practice behaviors based on generalist social work practice; and, 2.) evaluate the student’s generalist social work practice.
Semester I Evaluation Signatures:
Student Signature:
Date:
Print Field Instructor Name:
Field Instructor Signature:
Date:
Print Faculty Field Liaison Name:
Faculty Field Liaison Signature:
Date:
Print Student Name:
It is the responsibility of each student to keep a copy of their Learning Contract(s) and Evaluation(s) for their records.
143
Wheelock College – Field Practicum
Learning contract & evaluation: MSW Concentration Year
The purpose of this document is to: 1) establish activities that will help students develop and apply the MSW program’s advanced practice
behaviors; and 2) evaluate the student’s advanced social work practice. It is designed to serve as both the Learning Contract and Semester End
Evaluation.
 The Learning Contract (Activities and Measurement/Methods) is to be completed by the Student and Field Instructor during the first
weeks of placement and submitted to the Faculty Field Liaison.

The Semester I Evaluation portion is to be completed by the Student and Field Instructor at the end of the 1st semester and submitted to
the Faculty Field Liaison.

The Semester II Evaluation portion is to be completed by the Faculty Field Liaison in a collaborative manner with the Student and Field
Instructor.
□ Semester I
□ Semester II
Print Student Name
Placement Site
Print MSW Field Instructor Name
Placement Address
Phone
Field Placement Days & Hours
Email
Print Agency Supervisor Name
Print Faculty Field Liaison Name
Phone
Email
Day and time of weekly supervision and other learning opportunities:
Describe agency safety plan as discussed with student:
□ Check if internship follows a school year calendar or alternate start or end dates.
Start and end dates are:______________________
144
Learning Contract REFERENCE KEY
Advanced Practice
Behavior
Learning Activities &
Responsibilities
Measurements/Methods
for Learning
How core competency is
behaviorally
operationalized. Behavior
student is expected to learn.
Agency specific opportunities
that will allow student to learn
and refine advanced practice
behaviors:
 student assignments
 tasks
 project plans
 learning experiences
How learning activities will be
monitored, evaluated. Examples:
 process recordings review
 exploration in supervision
 supervisor observation
 participation in meetings
 Field Instructor review of
student documentation
 Role plays during supervision
Evaluation Scale
(not applicable for Learning Contract
development)
EVALUATION Scale REFERENCE KEY
The following categories are based on a multidimensional framework for assessing the student’s competence which takes into account the following
dimensions of performance: consistency; quality; level of independence; time needed to accomplish tasks; steady progress; integration of knowledge,
values and skills; ability to transfer learning from one activity another. Each of the specific practice behaviors should be evaluated using the
competency rating scale. Please provide examples under the “evaluation comments” section. This scale was crafted through NECON (New England
Consortium of Graduate Social Work Field Education Directors).
UP = Unacceptable Progress: Never demonstrates awareness, knowledge and skills as a social work intern
PC = Pre-Competence: Rarely demonstrates and integrates, values, knowledge and skills; needs constant supervision; quality of work is uneven; tasks
are not completed in reasonable time; knowledge/skills not transferred from one assignment to another; progress uncertain
EC = Emerging Competence: Beginning to demonstrate or inconsistently demonstrates values, knowledge and skills; integrates and applies learning
from one activity to another inconsistently or inappropriately some of the time; progressing towards effective use of supervision; learning is becoming
more efficient; progress is evident and moving in a positive direction
C = Competence: Consistently demonstrates and integrates values, knowledge and skills with sufficient mastery and independence; uses supervision
for consultation appropriately, appropriately applies learning form one activity to another; uses time well to accomplish tasks and assignments; ready
to move to advanced placement or beginning practitioner level
AC = Advanced Competence: Always demonstrates, integrates and applies values, knowledge and skills in all activities independently and
exceptionally well. Uses consultation appropriately; performs activities in a timely and efficient manner; able to teach others. (* NOTE: If applicable,
only to be utilized during final semester)
145
After successfully attaining the Practice Behaviors in the Foundation Year, students should be able to apply Advanced
Practice Behaviors that further actualize the Social Work Core Competencies. The Advanced Practice Behaviors are:
Competency #1. Professional Identity
Identify as a professional social worker and conduct oneself accordingly
ADVANCED
Practice Behavior
Demonstrates integration of self-reflection
and self-care, applied differential use of
self, and growth through use of supervision
and consultation in service of the
development of a professional social work
identity that is action-oriented, strengths and
justice based, and progressively taking a
leadership stance in all professional settings.
146
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #2. ETHICAL PRACTICE
Apply social work ethical principles to guide professional practice
ADVANCED
Practice Behavior
Demonstrate the capacity to analyze
complex individual, family, group,
organizational, and community issues
and solutions that directly apply to
social work ethics, reasoning, and
practice principles that advance human
rights and social and economic justice.
147
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #3. CRITICAL THINKING
Apply CRITICAL THINKING TO INFORM AND COMMUNICATE PROFESSIONAL JUDGEMENTS
ADVANCED
Practice Behavior
Apply principles of logic, scientific
inquiry, and reasoning discernment.
Critical thinking also requires the
synthesis and communication of
relevant information. Utilize critical
thinking augmented by creativity,
curiosity, and continual professional
development.
148
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #4. Diversity in practice
Engage diversity and differences in practice
ADVANCED
Practice Behavior
Develop an increasingly explicit and
integrated approach to global human
diversity applying an intersectional
analysis to the evaluation and
articulation of the effects of power and
privilege, including one’s own location
in these dynamics.
149
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #5. Human rights & justice
advance human rights and social and economic justice
ADVANCED
Practice Behavior
Design, analyze, strategize, and
advocate with client systems on behalf
of the human rights of individuals and
groups whose lived experiences and
sociocultural memberships represent
varying degrees of power, privilege,
and oppression.
150
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #6. Research based practice
Engage in research-informed practice and practice-informed Research
ADVANCED
Practice Behavior
Access, assess, apply, & evaluate
research findings to inform justicebased practice with children and
families.
151
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #7. Human behavior
Apply knowledge of human behavior and the social environment
ADVANCED
Practice Behavior
Critically evaluate and apply human
behavior and the social environment
theories in justice-based,
multiculturally responsible ways to
promote social change.
152
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #8. Policy practice
ENGAGE IN POLICY PRACTICE TO ADVANCE SOCIAL AND ECONOMIC WELL-BEING TO DELiVER
EFFECTIVE SOCIAL WORK SERVICES
ADVANCED
Practice Behavior
Demonstrate the ability to take a
leadership role in effective
collaboration in the design,
implementation, and evaluation of a
policy practice that advances human
rights and social justice.
153
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #9. Practice Contexts
Respond to contexts that shape practice
ADVANCED
Practice Behavior
Utilize emerging scientific and
technological developments and societal
trends to provide optimal services as
part of an ecosystemic and justice based
approach in all areas of practice and to
support professional development and
life-long learning.
154
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
Competency #10. Engage, Assess, Intervene, Evaluate
Engage, assess, intervene, and evaluate with individuals, families, groups, organizations
and communities
ADVANCED
Practice Behavior
Demonstrate the advanced ability to
synthesize social work knowledge,
skills, and values, and use of self to
plan, implement, and critically evaluate
practice and collaboration with diverse
individuals, families, and larger
systems.
Learning Activities & Responsibilities
Measurements/Methods for
Learning
Evaluation Comments
Examples used to support evaluation scale ratings of advanced practice behaviors:
155
Evaluation
Semester I
□ UP
□ PC
□ EC
□ C
Evaluation
Semester II
□ UP
□ PC
□ EC
□ C
□ AC *
Field Instructor’s overall evaluation of the student’s performance:
Professional growth and development goals for next semester:
156
Student comments on strengths and areas for improvement:
Learning Contract Signatures:
Student Signature:
Date:
Print Field Instructor Name:
Field Instructor Signature:
Date:
Print Faculty Field Liaison Name:
Faculty Field Liaison Signature:
Date:
Print Student Name:
Print Student Name:
Semester I Evaluation Signatures:
Student Signature:
Date:
Print Field Instructor Name:
Field Instructor Signature:
Date:
Print Faculty Field Liaison Name:
Faculty Field Liaison Signature:
Date:
It is the responsibility of each student to keep a copy of their Learning Contract(s) and Evaluation(s) for their records.
157
Wheelock College – Field Practicum
Student Weekly Report on Field Practicum
Purpose: Link Field Practicum learning experiences to Core Competencies and document hours in the field
Filled Out By: Student; reviewed and signed by Field Instructor
Submitted To: Faculty Field Liaison
Complete a report each week; begin week on Monday and report in 15 minute intervals, rounding off the numbers to a
quarter of an hour (¼, ½, ¾, etc.).
Name(Print):
Learning Opportunities
Direct Services
Individual Meeting/Session
Family Meeting/Session
Collateral Meeting/Session
Group Facilitation
Phone Contact on behalf of clients
Direct Service Documentation
Other:
Planning & Leadership
Attending community meetings
Technology utilization
(internet/intranet)
Meeting prep (agenda, materials,
scheduling)
Planning for Trainings, Seminars &
Workshops
Facilitation of Trainings, Seminars,
Workshops & Meetings
Team and committee work
Organizing outreach/recruitment
events
Other:
Policy Practice
Attending/assisting with an advocacy
event
Commenting on or creating content on
blogs/other social media
Analyzing policies
Other:
Research
Program/project literature review
Analyzing survey results
Grant/stakeholder research
Program Development
Curricula/Project content development
158
Date:
Mon.
Tues.
Wed.
Thurs.
Fri.
Sat.
Sun.
Learning Opportunities
Content and material development
Other:
Misc.
Supervision (minimum 1hr/week)
Intern Group Meetings
Travel within practicum (meetings,
conferences)
Lifelong learning: attending training,
workshop, seminar, etc.
Other:
Total # of hours:
Report for the week of:
Mon.
Tues.
Total Hours for Week:
Wed.
Thurs.
Fri.
Sat.
Sun.
Total Cumulative Hours:
It is the responsibility of each student to track weekly hours, total cumulative hours and secure Field Instructor
signature. Students must keep a copy of every weekly report they submit for their personal records.
BSW: Weekly minimum16 hours; Semester minimum 200 hours; Year total 400 hours
MSW Foundation Year: Weekly minimum 16 hours (12 if Flex-field); Semester minimum 240 hours; Year total 480 hours
MSW Concentration Year: Weekly minimum 24 hours (16 if Flex-field); Semester minimum 360 hours; Year total 720 hours
Advanced Standing: Weekly minimum 24 hours (16 if Flex-field); summer minimum 100 hours; fall 360 hours; spring 360 hours; Year
total 820 hours
Council on Social Work Education (CSWE) Core Competencies
1.
2.
3.
4.
5.
Professional Identity
Ethical Practice
Critical Thinking
Diversity in Practice
Human Rights & Justice
6.
7.
8.
9.
10.
Research Based Practice
Human Behavior
Policy Practice
Practice Contexts
Engage, Assess, Intervene, Evaluate
Identify a minimum of two examples from this week’s social work practice that reflect the CSWE Core Competencies.
Core Competency:
Practice Experience
Core Competency
Practice Experience
Core Competency
Practice Experience
Field Instructor Signature: (not initials):
159
Wheelock College – Field Practicum
Verbatim process recording explanation & format (BSW & MSW)
A.
Definition: The process recording is a teaching tool. It is a specialized and highly
detailed form of case recording. Process recording is a written, often verbatim, account
of an interaction between a social work intern and a client-system. It can also be an
account of an interaction between a social work intern and her/his Field Instructor in
relation to a specific client system or course project. In addition, comments about
client- system behaviors and student behaviors, thoughts, and feelings are recorded. It
is the only practical method that comes close to direct observation of what takes place
in interactions between student and client-systems. There are two principle types of
process recordings:


B.
Process recordings serve the following functions which aid the supervision process:




160
Verbatim recording: “I said, s/he said.” This type of process recording sets
down the exact details of an interchange.
Summary of Group/Larger Systems recording is a different style of recording.
It is most often used in documenting group experiences, various types of
meetings and other interactions with larger systems. Some Field Instructors may
prefer this over the verbatim style, retaining verbatim recording for the specific
part of the interview that the student wishes to highlight for supervisory
discussion. If the Field Instructor does not have a preference for a process
recording style, the Faculty Field Liaison’s recommendation should be
followed.
Documentation of student’s activity – Recordings provide a mechanism for the
student to document involvement with client-systems or projects, the progress
in achieving contracted goals, and the outcome of the intervention(s).
Organizing the student’s observations – Recordings provide a structured
presentation of factual client-system data, observations of the client, and
student observations of her/his own thoughts and feelings in this interaction.
These observations can lead to a more in-depth assessment and evaluation of
the client- system on the part of the student.
Field Instructor review – Recordings are a means of keeping track of the
student’s performance. They enable the Field Instructor to assess the kind and
quality of the student’s interactions with her/his clients, and provide a common
ground for
in depth dialogue with the student.
Teaching – Recordings are a mechanism for mutual assessment of practice
skills and the teaching of new or refined techniques. They enable the Field
Instructor to:
 identify skills and strengths as well as areas requiring work;
 help interns acquire new techniques;
 explain why an interchange was or was not effective;
 suggest and role-play alternative approaches;
 provide constructive criticism as well as positive feedback; and,
 establish consistency both from session to session and from client to
C.
client in evaluating process recordings.
 Student self-evaluation over time – Recordings are a way to gather and
compare the student’s client-system interactions at different points of time in
order to assess progress and skills acquired.
What should go into process recordings:
Recordings should be as accurate as possible, capturing the essence of the interaction. It
is important for the process recording to include relevant details such as the setting and
nonverbal behavior of both the client-system and the student. Each recording should
begin with a date and a brief paragraph summarizing the context of the interview.
Especially important, process recordings should include the student's commentary,
her/his interpretation of what seemed to be going on, and thoughts, feelings, reactions,
and interpretations of client words and behavior - either at the time of the interview or in
retrospect.







161
Identifying information
 student name
 date of interview
 client-system’s name (alter to protect confidentiality)
 number of interview, e.g. first, second, etc.
An initial description of the interaction in paragraph form
A detailed recounting of the interaction
 verbatim
 summary of group/larger systems
A description of any action or nonverbal activity that occurred
The student’s feelings and reactions to the client-system and to the interview as it
takes place; i.e., putting into writing unspoken thoughts and reactions as the interview
is occurring.
The student’s observations and analysis about what has been happening during the
interview.
The student’s impressions about the entire interview that s/he has just recorded,
formulated at the end of the process recording.
Wheelock College – Field Practicum
Verbatim PROCESS RECORDING FORM
Purpose: Capture, examine and process verbatim client interactions
Completed by: Student and submitted to Field Instructor for review, comments and discussion. Students are
expected to complete one process recording for every week they are in their placement and submit seven
process recordings per semester to their Faculty Field Liaison.
Submitted to: Faculty Field Liaison (ideally, after Field Instructor comments have been provided to student).
Faculty Field Liaison will review, comment and return to student. Student is expected to integrate feedback
into future practice and future process recordings accordingly.
Instructions: Identify key areas of interaction during the session in the columns below. Use
summarizing statements to fill in gaps between significant verbatim interactions. This process
recording should be a minimum of 7 – 10 single-spaced, typed pages. Handwritten pages should
be a minimum of 14 – 20 pages. All identifying information should be omitted or changed to ensure
client confidentiality.
YOUR NAME:
DATE:
Contextual Introduction: (client description, purpose of interaction, location of interaction, interview # if
one of series, etc.)
Student & Client
Verbatim Dialogue
162
Student Observations
of Client &
Environmental
Surroundings
Student Observations
of Self
(feelings, thoughts,
reactions, etc.)
Field Instructor
Comments
Summarize and reflect upon your interaction with the client. Include comments on what you did well and
what you will do differently next time:
Future plans:
Questions for Supervision:
Field Instructor Signature and Date:
Field Instructor Comments:
Faculty Field Liaison Signature and Date:
Faculty Field Liaison Comments:
163
Wheelock College – Field Practicum
SUMMARY OF Larger SYSTEMS PROCESS RECORDING FORM (BSW & MSW)
Purpose: Capture, examine and process larger system interactions. (Larger system examples include:
coalition meetings, community organizing events, staff meetings, board meetings, advocacy/policy work,
trainings, etc.)
Completed by: Student and submitted to Field Instructor for review, comments and discussion. Students
are expected to complete one process recording for every week they are in their placement and submit
seven process recordings per semester to their Faculty Field Liaison.
Submitted to: Faculty Field Liaison (ideally, after Field Instructor comments have been provided to student).
Faculty Field Liaison will review, comment and return to student. Student is expected to integrate feedback
into future practice and future process recordings accordingly. This Process Recording should be a
minimum of 5 single-spaced, typed pages pages. All identifying information should be omitted or changed
to ensure client confidentiality.
YOUR NAME:
DATE:
Provide relevant historical, political, community or system context:
Meeting location:
Leader/Co-leaders:
Members in attendance:
Specific tasks done by intern in order to prepare for meeting:
General mission/purpose of system:
Goal for this session:
Activities/Content to be covered/Agenda for the meeting:
164
Discussion topics raised:
Describe the different roles you observed during the session. (Examples might include: peacekeeper,
monopolizer, harmonizer, scapegoat, gatekeeper, quiet member, follower, internal leader, etc.). Note
functional/dysfunctional nature of role taken, impact on system and goal for future intervention.
Have these roles changed over time? Describe.
Significant interactions in this session: (note who participated; positive/negative tone of individual members
and overall tone of the system)
Comment on system cohesion: (note differences of opinion and/or conflicts)
Comment on decision-making process:
Comment on system morale:
Comment on system leadership:
What issues need special attention in the next session? Comment on the system’s current stage of
development.
Note significant contributions by individual members or subgroups which require special attention,
observation, follow up or research:
165
Describe specific tasks related to the following roles you carried out:
(If you did not perform a task/role, comment on the role of each system member)
Preparation for Meeting: (level of information given prior to the meeting)
Presenter: (sharing information with others)
Facilitator: (convening and leading system process)
Collaborator or co-facilitators: (intervening in partnership with other workers)
Organizer: (recruiting clients, community and/or staff for action)
Observer/participant, advocate: (working on behalf of clients, agency or community)
Summarize your impressions. Include comments on what you did well and what you may do differently
next time:
Follow up/Next steps:
Questions for Supervision:
166
Field Instructor Signature and Date:
Field Instructor Comments:
Faculty Field Liaison Signature and Date:
Faculty Field Liaison Comments:
167
Wheelock College – Field Practicum
Group or Family Process Recording (BSW & MSW)
Purpose: Capture, examine and process group or family interactions
Completed by: Student and submitted to Field Instructor for review, comments and discussion. Students are
expected to complete one process recording for every week they are in their placement and submit seven
process recordings per semester to their Faculty Field Liaison.
Submitted to: Faculty Field Liaison (ideally, after Field Instructor comments have been provided to student).
Faculty Field Liaison will review, comment and return to student. Student is expected to integrate feedback into
future practice and future process recordings accordingly. This process recording should be a minimum of
7 – 10 single-spaced, typed pages. Handwritten pages should be a minimum of 14 – 20 pages. All
identifying information should be omitted or changed to ensure client confidentiality.
YOUR NAME:
Type of Session: (Family or Group)
DATE:
Session #:
Purpose/goal(s) for the session:
Planned Agenda:
Summarize the session: (Include comments on tone/atmosphere and key dynamics related to session content
and process.)
Describe the work/growth – both individual and collective – that was accomplished during the session:
Did you observe any mutual aid? (Examples might include: sharing data, dialectical process, all-in-the-sameboat phenomenon, developing a universal perspective, mutual support, mutual demand, rehearsal, strength in
numbers, etc.)
168
Were there any obstacles to mutual aid in this session?
Were there any new problems, issues, themes addressed in this session?
Describe any challenging dynamics. How do you make meaning of these dynamics?
Describe the different roles you observed during the session. (Examples might include: peacekeeper,
monopolizer, harmonizer, scapegoat, gatekeeper, quiet member, follower, internal leader, etc.). Note
functional/dysfunctional nature of role taken, impact on system and goal for future intervention.
Have these roles changed over time? Describe.
What issues need special attention in the next session?
Comment on the stage of development:
Based on your analysis, what did you do well and what will you do differently next time?
Topics to explore/debrief with co-facilitator:
Questions for Supervision:
169
In the section below, identify key areas of interaction during the session. Use verbatim accounts to
describe the interactions and your interactions. Use summarizing statements to fill gaps between
key interactions. This section should be a minimum of three pages, single space.
Verbatim Dialogue
Student Observations of
Client & Environmental
Surroundings
Field Instructor Signature and Date:
Field Instructor Comments:
Faculty Field Liaison Signature and Date:
Faculty Field Liaison Comments:
170
Student Observation of
Self (feelings, thoughts,
reactions, etc.)
Field Instructor’s
Comments
Wheelock College – Field Practicum
PERCEPTION OF DISRUPTED PLACEMENT - STUDENT
Purpose: To obtain student’s feedback about a disrupted placement
Filled out by: Student
Submitted to: Social Work Field Education Office within two weeks of disruption
Name of Student (Print)
Date
Field Instructor
Title
Placement Site
Faculty Field Liaison__________________ Date You Last Attended Placement
This disrupted placement occurred during:
Placement Year
□ BSW
□ Fall Semester
□ MSW - Foundation
□ Spring Semester
□ MSW - Concentration
How long were you placed at the agency before disruption?
How many hours did you complete in the field? ______________________________
The disruption was initiated by: □ Student □ Faculty Field Liaison □ Field Instructor
Please indicate why the placement was disrupted (i.e., the major issues):
□ unsatisfactory performance: □ Student □ Faculty Field Liaison □ Field Instructor
□ poor match between my needs and expectations, and what the agency could offer
□ unavailability of appropriate cases for student to work with
□ supervision concerns (i.e. no MSW; inconsistent supervision)
□ difficulty with transportation
□ agency going through restructuring
□ safety concerns
□ other/additional information.
Please describe the reason for the disruption:
Please describe what efforts were made to prevent this disruption:
171
Please describe what, if anything, you could have done differently during the placement process (with support
from the Social Work Field Education Office) and during the field experience (with support from your Faculty
Field Liaison) to prevent this disruption:
If applicable, what recommendations do you have regarding your readiness to return to the field:
What kinds of students might do well as interns in this agency?
What kinds of students might not do well as interns in this agency?
Additional comments: (attach additional sheets if necessary)
Student Signature
172
Wheelock College – Field Practicum
PERCEPTION OF DISRUPTED PLACEMENT - Faculty Field Liaison
Purpose: To obtain Faculty Field Liaison’s perception about the disrupted placement
Filled out by: Faculty Field Liaison
Submitted to: Social Work Field Education Office within two weeks of disruption
Name of Student
Date
Field Instructor
Title
Placement Site
Date Student Last Attended Placement _______________________________________________
This disrupted placement occurred during:
Placement Year
□ BSW
□ Fall Semester
□ MSW - Foundation
□ Spring Semester
□ MSW - Concentration
How long was the student at the agency before he or she left?
How many hours did the student complete in the field? ______________________________
The disruption was initiated by: □ Student □ Faculty Field Liaison □ Field Instructor
(Please check all that apply)
Please indicate why the placement was disrupted (i.e., the major issues):
□ unsatisfactory performance: □ Student □ Faculty Field Liaison □ Field Instructor
□ poor match between student needs and expectations, and what the agency could offer
□ unavailability of appropriate cases for student to work with
□ supervision concerns (i.e. no MSW; inconsistent supervision)
□ difficulty with transportation
□ agency going through restructuring
□ safety concerns
□ other/additional information.
Please describe the reason for the disruption:
Please describe what efforts were made to prevent this disruption:
Please describe what, if anything, could have been done differently during the placement process and the field
experience to prevent this disruption:
173
If applicable, what recommendations do you have regarding the student’s readiness to return to the field:
What kinds of students might do well as interns in this agency?
What kinds of students might not do well as interns in this agency?
Additional comments: (attach additional sheets if necessary)
Faculty Field Liaison Signature: ____________________________________
174
Wheelock College – Field Practicum
PERCEPTION OF DISRUPTED PLACEMENT - Field Instructor
Purpose: To obtain Field Instructor’s feedback about a disrupted placement
Filled out by: Field Instructor
Submitted to: Social Work Field Education Office within two weeks of disruption
Name of Student
Date
Field Instructor
Title
Placement Site
Faculty Field Liaison ____________________Date Student Last Attended Placement
This disrupted placement occurred during:
Placement Year
□ BSW
□Fall Semester
□ MSW - Foundation
□Spring Semester
□ MSW - Concentration
How long was student placed at the agency before disruption?
_________
How many hours did the student complete in the field? _________________________________
The disruption was initiated by: □ Student □ Faculty Field Liaison □ Field Instructor
(Please check all that apply)
Please indicate why the placement was disrupted (i.e., the major issues):
□ unsatisfactory performance: □ Student □ Faculty Field Liaison □ Field Instructor
□ poor match between my needs and expectations, and what the agency could offer
□ unavailability of appropriate cases for student to work with
□ supervision concerns (i.e. no MSW; inconsistent supervision)
□ difficulty with transportation
□ agency going through restructuring
□ safety concerns
□ other/additional information.
Please describe the reason for the disruption?
Please describe what efforts were made to prevent this disruption:
Please describe what, if anything, could have been done differently during the placement process and the field
experience to prevent this disruption:
175
If applicable, what recommendations do you have regarding the student’s readiness to return to the field:
What kinds of students might do well as interns in this agency?
What kinds of students might not do well as interns in this agency?
Additional comments: (attach additional sheets if necessary)
Field Instructor Signature
176
Wheelock College – Field Practicum
EVALUATION OF PRACTICUM SITE - STUDENT
Purpose: To solicit feedback in order to inform placement of future students
Filled out by: Student during last Field Seminar class
Submitted to: Social Work Field Education Office by the end of each semester
Ongoing evaluation is key to a quality Social Work Program. Recognizing that no practicum site is perfect, we are
soliciting your honest feedback. This will help the Social Work Program in matching students with placements.
Agencies that serve as practicum sites can also benefit from your suggestions for improvement of the placement
experience for future students. Thank you for completing this form.
Student’s Name (Print)
Date
Practicum Site
Address
If large agency, please specify department
Field Instructor
Title
If applicable, Agency Supervisor
Placement Year
□ BSW
□ MSW - Foundation □ MSW - Concentration
1.
Briefly describe nature of site - population served, size, mission and purpose, of the agency
2.
How is this placement in alignment with the mission of the college and the Social Work Department?
(mission of the college: improving the lives of children and families. Social Work Department: human
rights and social justice):
3.
Describe your learning activities throughout the year
4.
If there were some responsibilities or experiences you wish you had but did not get, please list/explain:
5.
What are the strengths of this placement?
6.
What are the weaknesses or limitations of this placement?
7.
What changes could this practicum site make in order to provide a better placement experience for
interns?
177
8.
How would you assess this placement as a future site for social work students?
9.
Were your supervision expectations met?
□ Yes □ No
10.
What kind of students would do best at this placement?
11.
Have you shared your feedback with your supervisor?
If not, please explain briefly
12.
Field Instructors and/or Agency Supervisors often request students' feedback. Would you consent
to sharing information from this evaluation with your Field Instructor or your Faculty Field
Liaison?
□ Yes □ No If yes, please sign below.
13.
Would you consent to sharing information from this evaluation with other students?
□ Yes □ No If yes, please sign below.
Additional Comments: (attach additional sheets if necessary)
Student Signature
Print Name:
178
Date
Wheelock College – Field Practicum
EVALUATION OF PRACTICUM Site & Field Instructor - Faculty Field Liaison
Purpose: To solicit feedback to inform future placement of students
Filled out by: Faculty Field Liaison
Submitted to: Social Work Field Education Office in December. Evaluation should be modified as needed
during 2ndsemester
Name of Practicum Site (if large agency, specify department)
Name of Field Instructor (FI)
Title
Name of Agency Supervisor (if applicable)*
Title
(*Complete separate evaluation)
Student Placement Year
□ BSW
□ MSW - Foundation
□ MSW - Concentration
Using the scale below, please rate your satisfaction with the Field Instructor’s fulfillment of the following objectives:
1
2
3
4
5
NA
Very Dissatisfied
Dissatisfied
Neutral
Satisfied
Very Satisfied
Not Applicable
The Field Instructor:
1. provided student with a comprehensive orientation to the
programs and policies of the practicum setting.
2. provided student with a thorough description of her/his roles,
responsibilities, and assignments within the agency.
3. in collaboration with the student, completed the Learning
Contract in a timely manner (2-3 weeks) following the
student’s start date at agency.
4. in collaboration with the student, completed and submitted the
end of semester evaluations in a timely manner.
5. was accessible (by phone, email, or in person) for periodic
consultation regarding the student.
6. was prepared for the scheduled site visits.
7. provided constructive feedback to the student via process
recordings and supervision.
8. was receptive to suggestions, comments, feedback (from
student and Field Liaison) regarding the Field Practicum
environment and assignments.
9. provided the student with clearly stated objectives, tasks and
assignments in a consistent and timely manner.
10. provided the student with weekly supervision conducted in a
consistent professional and ethical manner.
11. established positive dialogue with student to encourage option
communication.
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1
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3
4
5
NA
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5
NA
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5
NA
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4
5
NA
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2
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NA
1
1
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2
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3
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5
NA
NA
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NA
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5
NA
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3
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NA
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NA
The Field Practicum site and Field Instructor exposed the student to the following learning experiences:
1. Ability to function within a variety of social work
roles: advocate, broker, educator, enabler, and
2. mediator.
Availability to shadow a current social worker and other
staff for an interdisciplinary and collaborative
experience. to observe, take part in, and/or facilitate
3. Opportunity
group work and engage in macro practice assignments
(BSW- Foundation Year) Advanced practice
assignments (Concentration Year).
4. Exposure to a diverse array of appropriate generalist
practice assignments. (BSW –Foundation Year only)
5. Development of leadership skills, interprofessional,
and collaborative approaches and practice.
6. The experiences in this field placement helped the
student master the Core Competencies
1
2
3
4
5
NA
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NA
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3
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5
NA
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2
3
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5
NA
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2
3
4
5
NA
1
2
3
4
5
NA
Faculty Field Liaison’s Feedback: Summarize your observations/assessment of Practicum Site and Field Instructor
Strengths. As appropriate, identify areas for improvement and potential for partnership expansion:
Recommendation
□ I recommend the continued use of this agency and Field Instructor as a Field Practicum site
□ I recommend continued use of this practicum with a change in: □ Field Instructor □ Department □ Other
□ I recommend that Wheelock reevaluate the appropriateness of this setting as a Field Practicum site for our
students.
Additional Comments
Faculty Field Liaison’s Signature:
Date
Print Name:
Date
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Wheelock College – Field Practicum
EVALUATION OF FACULTY FIELD LIAISON - FIELD INSTRUCTOR
Purpose: To provide evaluation of the Faculty Field Liaison
Filled out by: Field Instructor
Submitted to: Social Work Field Education Office
Name of Faculty Field Liaison:
Date:
Field Practicum site:
This evaluation is being completed by: □ Field Instructor □ Agency Supervisor
1. How useful were your meetings with the Wheelock Faculty Field Liaison and student?
□ Not Useful □ Somewhat Useful
□ Useful
□ Very Useful
□ Extremely Useful
Explain/Comments:
2. To what extend did the Faculty Field Liaison provide you with the information and support necessary
for you to meet Wheelock's expectations for field instruction?
□ No Extent
□ Little Extent
□ Some Extent
□ Considerable Extent □ Great Extent
Explain/Comments:
3. How available was the Faculty Field Liaison to you by phone, email and/or in person for consultation
when you needed answers, suggestions, etc.
□ Not Available
□ Somewhat Available
□ Available
□ Very Available □ Extremely Available
Explain/Comments:
4. What do you think of the frequency of site visits by the Faculty Field Liaison?
□ Too Many Visits
□ Not Enough Visits
□ Just Right
Explain/Comments:
5. To what extent was the Faculty Field Liaison prepared for the site visits with you and the student?
□ Not Prepared □ Somewhat Prepared □ Prepared
□ Very Prepared
□ Extremely Prepared
Explain/Comments:
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6. What suggestions do you have for improving communication between you and Wheelock's Social
Work Program?
7. How could we better prepare our students for their Field Placements?
Please check all that apply:
□ This was my first time supervising a social work student
□ This was my first time supervising a Wheelock College social work student
□ I attended the Fall 2014 Field Instructor Orientation
□ I did not attend the Field Instructor Orientation in Fall 2014 but have attended in the past
□ I have completed the Seminar in Field Instruction (SIFI) for first time MSW supervisors
8. Please provide any other suggestions, thoughts, reflections or comments on any aspect of our Field
Education program. All thoughts are appreciated.
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Wheelock College – Field Practicum
SUMMARY OF STUDENT PRACTICUM EXPERIENCE - FACULTY FIELD LIAISON
Purpose: Provide an end-of-semester summary of student progress in field placement and seminar class.
Summary will inform future field practicum placement and is required input for Faculty Advisors and/or
Program Chair references.
Filled out by: Faculty Field Liaison
Submitted to: Social Work Field Education Office
Date:
Name of Student:
Year:
□BSW
□MSW Foundation □ MSW Concentration
Semester:
□Fall
□Spring
Course Number:
Grade: □ Pass
□ Marginal Pass*
□ Pass with Excellence
Student who receive a Marginal Pass must be informed of this and a documented plan for improvement should be
attached to this Summary of Student Practicum Experience
Please include the following information in a one page narrative summary:
 Name of Practicum Agency
 Name of Field Instructor and Agency Supervisor
 Description of student assignments and learning activities
 Summary of Progress on assignments and learning activities
 Additional comments on student performance (include quotes from Field Instructor)
 Comment on student’s performance in Seminar class
 Goals for next semester (or future practice if student is graduating)
 Statement of successful practicum completion as part of the requirements for the BSW or MSW degree,
if accomplished
Printed Name of Faculty Field Liaison:
Signature of Faculty Field Liaison:
Field Office will distribute copies to:
□ Program Chair
□ Faculty Advisor
□ Future Faculty Field Liaison
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2014 – 2015 Important Social Work Field EDUCATION Dates
It is the responsibility of each student to make arrangements with their field placement site regarding
their schedule. This includes planning in advance for holidays, inclement weather, and school breaks.
Fall Semester
Field Instructor Orientation - Worcester Program
Field Instructor Orientation - Boston Program
BSW Field Placement Begins
MSW Foundation Year Field Placements Begin
MSW Concentration Year Field Placements Begin
Flexible Field Option Agreement Due
Student Internship at Employment Agreement Due
BSW - Learning Contracts Due
MSW Foundation Year - Learning Contracts Due
MSW Concentration Year - Learning Contracts Due
Faculty Field Liaison Site Visit #1
Fall Semester Ends
All Final Semester Evaluations & Time Reports Due to Faculty
Field Liaisons
Winter Holiday – College Closed
August 20th, 3:30 p.m. – 6:00 p.m.
September 4th, 4:00 p.m. – 7:30 p.m.
September 8th
Week of September 8th
Week of September 8th
September 12th
September 12th
September 23rd
Boston: September 22nd
Worcester: September 17th
Boston: September 17th
Worcester: October 1st
October/November
S
December 16th
December 16th
December 24 – January 2nd
Spring Semester
BSW - Amended Learning Contracts Due
February 3rd
Faculty Field Liaison Site Visit #2
Faculty Field Liaison Site Visit #3*
January/February
April/May
All Final Semester Time Reports Due to Faculty Field Liaisons
May 5th
Human Rights Integrative Projects
April 24th
Commencement
May 15th
*There will be three Faculty Field Liaison site visits conducted throughout the academic year. During the
third site visit, the Faculty Field Liaison will work collaboratively with the student and his/her Field
Instructor to complete the end of year evaluation.
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