2013-14 MSW Program Manual
2013-14 MSW Program Manual http://socialwelfare.berkeley.edu ABOUT THIS MANUAL This MSW Program Manual is produced for and intended for use by students, faculty and staff of the Berkeley School of Social Welfare. It includes essential information about School of Social Welfare operations; the MSW program, curriculum and degree requirements; student expectations; educational and professional standards; and the valuable resources available to help graduate students succeed at Berkeley. The MSW Program Manual is your major resource and reference guide to the MSW program. All students, faculty and staff should be familiar with the School and university policies, procedures, and information resources outlined in this program manual. Please note that information is subject to change at any time; the most current version of this program manual is always available on the School’s web site (socialwelfare.berkeley.edu). MSW Program Manual School of Social Welfare University of California, Berkeley Table of Contents 1) Welcome, Introduction and Quick Reference ....................................7 Welcome ................................................................................................................................... 7 School of Social Welfare Vision and Mission Statements ......................................................... 8 UC Berkeley Principles of Community ....................................................................................... 8 Academic Calendar .................................................................................................................... 9 School of Social Welfare Directory and Essential Information................................................ 11 Social Welfare Faculty Directory ............................................................................................. 12 Campus Centers and Groups of Interest to Social Welfare Graduate Students ..................... 13 2) The MSW Program and Curriculum .................................................... 15 MSW Program Mission and Goals ........................................................................................... 15 The MSW Degree Requirements ............................................................................................. 15 The MSW Degree Curriculum Overview.................................................................................. 16 MSW Sample Curriculum Plan .......................................................................................... 17 MSW Concentration Areas of Study ................................................................................. 18 Changing Concentrations .................................................................................................. 19 MSW Program Competencies ................................................................................................. 20 Individual Study ...................................................................................................................... 22 Course Exemptions and Waivers ............................................................................................. 22 Transfer Credit......................................................................................................................... 22 Approval Process for Outside (Non-SSW) Courses to Count for Elective Requirement.......... 23 Special Programs Options........................................................................................................ 23 3) Field Education .......................................................................................... 25 The Field Requirement ............................................................................................................ 25 Overview ........................................................................................................................... 25 Administrative Structure and Roles ........................................................................................ 26 Field Faculty Roles............................................................................................................. 26 Agency Personnel Roles .................................................................................................... 27 Student Role...................................................................................................................... 27 Student Eligibility for Placement and Field Education ............................................................ 28 Field Faculty Assessment .................................................................................................. 28 Eligibility Criteria for Field Placement............................................................................... 29 Agency Assessment of Student Acceptability and Suitability ........................................... 30 Other Concurrent Requirements for Admission to Field Education ................................. 30 Resolution Process ............................................................................................................ 31 Letters of Warning, Academic Probation, and Dismissal .................................................. 32 Field Arrangement for Students with Disabilities ................................................................... 32 Available Accommodations .............................................................................................. 33 Selection and Approval of Field Placements and Instructions ................................................ 34 Selection and Approval of Agencies.................................................................................. 34 Selection and Approval of Field Instructors ...................................................................... 35 Field Placement in an Employing Agency ......................................................................... 36 Agencies of Interest not Formally Approved as Field Placements ................................... 37 Foundation Field Education: The First Year............................................................................. 37 The Placement Process and Foundation Field Practicum ................................................. 37 The Year-Long Field Seminar ............................................................................................ 38 Identified Foundation Practice Competencies for Field Education .................................. 39 Advanced Field Education: The Second Year .......................................................................... 40 The Placement Process and the Advanced Field Practicum ............................................. 41 Field Based Practice .......................................................................................................... 42 Field Section Meetings ...................................................................................................... 43 Advanced (Second Year) Competencies ........................................................................... 44 The Learning Agreement, Learning Objectives and Field Tasks .............................................. 47 Attendance Policies and Time Requirements ......................................................................... 48 General Service Time Expectations................................................................................... 48 Allowable Absences, Notification Policy, and Coverage Arrangements ........................... 49 Time Commitments, Record Keeping, and Related Communication ............................... 49 Modified Beginning and End Dates for Placement ........................................................... 50 Evaluation, Grading, and Academic Standing in Field Education ............................................ 50 First Semester Progress Review ........................................................................................ 51 Final Field Evaluation ........................................................................................................ 52 Grade Recommendations for Field Practicum .................................................................. 53 Unsatisfactory Grades in Field .......................................................................................... 53 Incomplete Grades in Field ............................................................................................... 54 Letters of Warning, Academic Probation, and Dismissal .................................................. 55 The Relationship Between Field and Academic Standing ................................................. 55 Appeals.............................................................................................................................. 55 Interpersonal Conflicts, Concerns, and Related Problems ...................................................... 55 Problem-Solving in Field Placements ................................................................................ 55 Early Termination of Field Placement ............................................................................... 56 Calculation of Make-Up Days Following Early Placement Termination............................ 57 Conflicts with Peers .......................................................................................................... 58 Conflicts with Field Consultants ........................................................................................ 58 Emotionally Distressed Students in Field Placement........................................................ 59 Policies Related to Safety and Privacy ..................................................................................... 59 Criminal Backgrounds, Health Screenings, and Related Disclosures ................................ 59 Confidentiality of Client Information and Agency Data .................................................... 59 Use of Social Media and Technology ................................................................................ 60 Agency Safety Policies....................................................................................................... 60 Home Visits ....................................................................................................................... 60 Prohibited Student Activities ............................................................................................ 61 Debriefing Critical Incidents .............................................................................................. 61 Required Reporting to the School of Social Welfare ........................................................ 61 Exceptions to Policy ................................................................................................................. 61 MSW Program Manual School of Social Welfare University of California, Berkeley 4) Academic Policies and Procedures ..................................................... 63 Academic Standing .................................................................................................................. 63 Advising ................................................................................................................................... 64 Procedural and Administrative Advising........................................................................... 64 Concentration Group Advising .......................................................................................... 64 Individual Academic Advising ........................................................................................... 64 Responsibilities of the MSW Academic Advisor ............................................................... 65 Advising Resources ........................................................................................................... 65 Enrollment, Registration and Class Scheduling ....................................................................... 66 How Students Register...................................................................................................... 66 Course Selection and Class Scheduling ............................................................................. 67 Wait Lists and Class Entry Codes ...................................................................................... 67 Grades and Grading ................................................................................................................. 68 Grading Options ................................................................................................................ 68 Grade Grievances .............................................................................................................. 69 Grade Appeals ................................................................................................................... 69 Incomplete Grades............................................................................................................ 70 Withdrawal and Readmission.................................................................................................. 70 Medical Withdrawal.......................................................................................................... 70 Readmission ...................................................................................................................... 71 5) Fees, Billing and Financial Aid.............................................................. 73 Fees and Fee Payment............................................................................................................. 73 Student Billing Services ........................................................................................................... 73 Financial Support for Graduate Students ................................................................................ 74 Types of Support ............................................................................................................... 74 Federal Loan Programs ..................................................................................................... 75 Stipend-Based Training Programs..................................................................................... 75 Departmental Fellowships & Awards ............................................................................... 75 Other Grants-in Aid ........................................................................................................... 76 Loan Forgiveness & Repayment ....................................................................................... 77 Academic Appointments................................................................................................... 78 Extramural Awards............................................................................................................ 79 Resources .......................................................................................................................... 80 6) School and Campus Resources ............................................................. 81 Cal 1 Card and CalNet ID ......................................................................................................... 81 Your Cal 1 Card.................................................................................................................. 81 Your CalNet ID ................................................................................................................... 81 Campus Student Systems ........................................................................................................ 82 BearFacts........................................................................................................................... 82 bSpace ............................................................................................................................... 82 MyFinAid ........................................................................................................................... 82 TeleBEARS ......................................................................................................................... 82 Haviland Hall: Home of Social Welfare.................................................................................... 83 Building Hours and Accessibility ....................................................................................... 83 Csmmons Room ................................................................................................................ 83 MSW Program Manual School of Social Welfare University of California, Berkeley Computing in Haviland...................................................................................................... 83 The Social Welfare Library ................................................................................................ 83 Mailboxes and Bulletin Boards ......................................................................................... 84 Safety ................................................................................................................................ 84 Student Events and Fundraising in Haviland .................................................................... 85 Social Welfare Graduate Assembly ......................................................................................... 86 SWGA Membership........................................................................................................... 87 Transportation and Parking ..................................................................................................... 87 Career Services ........................................................................................................................ 88 Disabled Students’ Program .................................................................................................... 88 Health and Wellness Services .................................................................................................. 89 Graduate Student Parent Resources ....................................................................................... 90 Campus Ombuds Office ........................................................................................................... 90 Center for Student Conduct and Community Standards ........................................................ 91 Graduate Division Academic Services ..................................................................................... 91 Gender Equity Resource Center .............................................................................................. 91 ASUC Student Legal Clinic........................................................................................................ 92 7) Student Rights, Responsibilities and Professional Standards ... 93 Academic and Professional Standards for Masters (MSW) Program ...................................... 93 Accommodation of Religious Creed ...................................................................................... 103 E-Mail Communication Policy................................................................................................ 103 Other Campus Complaint Procedures ................................................................................... 103 Campus Disciplinary Procedures ........................................................................................... 104 Nondiscrimination and Sexual Harassment Policies ............................................................. 104 Release and Disclosure of Student Records .......................................................................... 105 Confidential Records ....................................................................................................... 105 Procedures for Access to Confidential Records .............................................................. 105 8) Additional Resources............................................................................ 107 Licensure and the LCSW ........................................................................................................ 107 8) Appendices ............................................................................................... 109 Curriculum Planning Guides .................................................................................................. 109 Direct Practice in Child and Family Services ................................................................... 111 Direct Practice in Community Mental Health Services ................................................... 113 Direct Practice in Gerontology Services .......................................................................... 115 Direct Practice in Health Services ................................................................................... 117 Management and Planning ............................................................................................. 119 Social Welfare Acronyms ....................................................................................................... 121 NASW Code of Ethics ............................................................................................................. 123 Statues & Regulations Relating to the Practice of Clinical Social Work ................................ 143 Social Welfare Elective Chart ................................................................................................ 147 Independent Study Form....................................................................................................... 149 MSW Program Manual School of Social Welfare University of California, Berkeley MSW Program Manual School of Social Welfare University of California, Berkeley Welcome to the School of Social Welfare! We are delighted that you have selected Berkeley's School of Social Welfare for your graduate studies in social work. Our faculty represents an array of disciplines and specialties that will provide you a professional education of the very highest caliber. Through your class work in Haviland Hall and your fieldwork in public and nonprofit social service agencies throughout the Bay Area, you will have the opportunity to develop both your knowledge and your skills in the various program fields that comprise our profession. This MSW Handbook provides practical advice about your MSW program and describes the regulations that govern School operations. In it, you will find useful information about how we conduct courses and curricula, handle degree requirements and grading, and address student services and advising. The handbook also sets forth the obligations that you have, not only to the School, but to the faculty and to your fellow MSW students in terms of academic and professional conduct and ethical standards. If you prefer to use an online version of this guide with active links to other campus units and resources, please visit http://socialwelfare.berkeley.edu/ . We hope that your time in the School is both rewarding and enjoyable. Welcome, Introduction and Quick Reference I9 SCHOOL OF SOCIAL WELFARE VISION STATEMENT Improving the lives of vulnerable individuals, families and communities. SCHOOL OF SOCIAL WELFARE MISSION STATEMENT Located within the world's finest public university and one of the most diverse regions in the nation, the UC Berkeley School of Social Welfare strives to transform the systems that perpetuate poverty and social disadvantage by: Developing effective leaders and scholars committed to solving complex social problems; Producing, disseminating and utilizing research to improve social service delivery and policy through critical thinking and evidence-based knowledge; and Preparing the next generation of culturally-competent social workers, researchers and teachers dedicated to serving the most vulnerable members of our society. UC BERKELEY PRINCIPLES OF COMMUNITY UC Berkeley's "Principles of Community" statement was developed collaboratively by students, faculty, staff, and alumni, and issued by the Chancellor. Its intent is to serve as an affirmation of the intrinsic and unique value of each member of the UC Berkeley community and as a guide for our personal and collective behavior, both on campus and as we serve society. These principles of community for the University of California, Berkeley, are rooted in our mission of teaching, research and public service. They reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive. We place honesty and integrity in our teaching, learning, research and administration at the highest level. We recognize the intrinsic relationship between diversity and excellence in all our endeavors. We affirm the dignity of all individuals and strive to uphold a just community in which discrimination and hate are not tolerated. We are committed to ensuring freedom of expression and dialogue that elicits the full spectrum of views held by our varied communities. We respect the differences as well as the commonalities that bring us together and call for civility and respect in our personal interactions. We believe that active participation and leadership in addressing the most pressing issues facing our local and global communities are central to our educational mission. We embrace open and equitable access to opportunities for learning and development as our obligation and goal. MSW Program Manual School of Social Welfare University of California, Berkeley 10 I Welcome, Introduction and Quick Reference ACADEMIC CALENDAR 2013-2014 Fall Semester 2013 Thursday-Thursday August 1 – 8 Tele-BEARS appointments for new graduate students Thursday August 15 Fall Fee Payment deadline Thursday August 22 Fall Semester begins Friday August 23 Social Welfare New Graduate Student Orientation Thursday August 29 Instruction begins: First day of classes Monday September 2 Labor Day Holiday Wednesday September 4 Fall Field Placement Begins for Second-Year MSWs Friday September 13 End of 3rd week of classes. Last day to petition to add Independent Study (296) and Independent Research (299). Last day to add or drop classes through Tele-BEARS without a late fee. Any changes after this date are by petition with $5 per transaction to add; $10 per transaction to drop. Last day for first-year MSWs to petition to change concentrations. Wednesday September 25 Fall Field Placement begins for 1st-Year MSWs Monday October 21 Phase I Tele-BEARS for Spring 2013 enrollment begins MSW Concentration Group Advising Monday November 12 Veteran’s Day Holiday Phase II TeleBEARS for Spring 2013 enrollment begins Thursday-Friday November 28-29 Thanksgiving Holidays Friday December 6 Instruction ends: Last day of classes LAST DAY to change the Grading Option (no fee), to drop ($10 per transaction), or to add ($5 per transaction) classes Monday-Friday December 9-13 Reading/Review/Recitation Week Friday December 13 Fall Field Placement ends Monday-Friday December 16-20 Final Exams Tuesday-Wednesday December 24-25 Winter Holidays Tuesday-Wednesday December 31,January 1, 2014 New Year’s Holidays MSW Program Manual School of Social Welfare University of California, Berkeley Welcome, Introduction and Quick Reference Spring Semester 2014 Wednesday January 8 Field Placement resumes Monday-Friday January 13-17 Phase III, TeleBEARS Adjustment Period Tuesday January 14 Spring Semester begins Wednesday January 15 Spring Fee Payment deadline Monday January 20 Martin Luther King, Jr. Day Holiday Tuesday January 21 Instruction begins: First day of classes Monday February 17 President’s Day Holiday Monday-Friday March 24-28 Spring Recess Friday March 28 Spring Holiday Friday May 2 Instruction ends: Last day of classes LAST DAY to change the Grading Option (no fee), to drop ($10 per transaction), or to add ($5 per transaction) classes Monday-Friday May 5-9 Reading/Review/Recitation Week Friday May 9 Haviland Scholars Day Monday-Friday May 12-16 Final Exams MSW Program Manual School of Social Welfare University of California, Berkeley I 11 12 I Welcome, Introduction and Quick Reference SSW DIRECTORY & ESSENTIAL INFORMATION School of Social Welfare 120 Haviland Hall #7400 Berkeley, CA 94720-7400 Phone: (510) 642-4341 FAX: (510) 643-6126 E-mail: [email protected] Web: http://socialwelfare.berkeley.edu Academic Coordinator and Director, Admissions & Student Affairs Bob Teague, MSSW 127 Haviland [email protected] (510) 642-8535 • Academic policy questions & issues • Course scheduling Accounting Carol Rhodes 117 Haviland [email protected] (510) 643-1644 • HR aspects of Academic Appointments • Reimbursements Administrative Assistant, Faculty Support Lorretta Morales 117 Haviland [email protected] (510) 643-6670 • A/V equipment & classroom support • Course administrative support Assistant to the Dean Kristina Osborn 122 Haviland [email protected] (510) 642-4408 • Academic personnel questions & issues • Appointments with the Dean Assistant Dean for Administration Heidi Wagner 124 Haviland [email protected] (510) 642-7475 Career and Professional Development Services Advisor Emerald Templeton 124 Haviland (510) 643-1644 [email protected] • Academic student employment • Career Services • Professional Development Services Communications Director Francesca Dinglasan 117 Haviland [email protected] (510) 642-5063 • E-communications & newsletters Computer Lab Social Welfare Library Doctoral Student Office GSI & GSR Office Center for Social Services Research CA Social Work Education Center (CalSWEC) 642-0730 642-4432 643-6677 643-6665 642-1899 642-9272 Development Director Tess Chandler 125 Haviland [email protected] (510) 643-5433 • Fundraising questions Field Education Program Assistant Sandra Alexander 118 Haviland [email protected] (510) 642-1306 • Field placement process questions • Registering a prospective agency • MSW and PhD Commencement Fiscal Assistants Yvonne Caldwell 117 Haviland [email protected] 510) 642-5568 Serene Lo [email protected] Graduate Advisor for Admissions, Academic Appointments and Student Funding Joshua Dullaghan 129 Haviland [email protected] (510) 642-4406 • Graduate recruiting & admissions • Graduate course enrollment • Graduate programs support & advising • Graduate student records • Graduate student funding Receptionist & Scheduler Lillie Ngai 120 Haviland [email protected] (510) 642-4341 • Mail & mailboxes • Office hours & keys • Room scheduling • Textbooks Undergraduate Advisor Sherman Boyson 129 Haviland [email protected] (510) 642-4407 • Undergraduate course enrollment • Undergraduate student grades MSW Program Manual School of Social Welfare University of California, Berkeley The MSW Program and Curriculum I 13 SOCIAL WELFARE FACULTY DIRECTORY Name AGUILERA, Adrian AUSTIN, Mike AYASSE, Robert BERRICK, Jill D. CALDERON, Luna CHOW, Julian DUBROW, Andrea EDLESON, Jeffrey EDWARDS, Valerie FELICIANA, Christina GAMBRILL, Eileen GILBERT, Neil GROSSMAN, Bart HERRERA, Rafa JACKSON, Jennifer MANOLEAS, Peter MERRILL, Greg MIDGLEY, Jim ORGANISTA, Kurt RALPH, Cathy ROBINSON, Barrie SCHARLACH, Andy SEGAL, Steven SHAPIRO, Valerie STERZING, Paul STONE, Susan Office Phone 204 216 332 328 329 209 314 120 316 304 207 327 205 202 319 205 313 203 224 302 206 218 305 217 326 222 642-8564 642-7066 642-0303 643-7016 642-8039 643-9288 643-6663 642-5039 643-2786 642-2424 642-4450 642-4362 642-1660 642-0766 642-5584 642-1660 643-6397 642-4430 643-6671 642-8251 642-7176 642-0126 642-3949 643-6672 642-7974 643-6662 Email [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] WHERE TO SEND…: Social Work Job Announcements for Posting: [email protected] Announcements re: Courses, Conferences, Trainings, Etc.: [email protected] General Announcements for Students [email protected] News of Scholarly Achievements [email protected] MSW Program Manual School of Social Welfare University of California, Berkeley 14 I Welcome, Introduction and Quick Reference CAMPUS CENTERS AND GROUPS OF INTEREST TO SOCIAL WELFARE GRADUATE STUDENTS Alcohol Research Group www.arg.org Research on alcohol-epidemiology, treatment, and policy. Offers a weekly seminar on alcohol research during school year and pre-doctoral and post-doctoral fellowships. Berkeley Center on Health, Economic and Family Security (Berkeley CHEFS) http://www.law.berkeley.edu/chefs.htm Policy: housed in law school Cal Corps Public Service Center http://publicservice.berkeley.edu CBPR, campus-community partnerships, AmeriCorps, leadership development The Center for Race & Gender http://crg.berkeley.edu/ Thursday forums & annual conference on race and gender scholarship Center for Science, Technology, Medicine & Society http://cstms.berkeley.edu/ Colloquia, invited speakers, cross-disciplinary Chief Justice Earl Warren Institute on Law and Social Policy http://www.law.berkeley.edu/ewi.htm Research and symposia on contemporary legal and policy issues Community-Engaged Scholars [email protected] Lectures and events related to CBPR Institute for the Study of Societal Issues http://issi.berkeley.edu/about Research center on societal issues Restorative Justice Committee http://www.facebook.com/groups/rjc.berkeley/ Hosts RJ-related talks and activities The Thomas Henderson Center for Social Justice http://www.law.berkeley.edu/HendersonCenter.htm Research and symposia related to social justice and law UC Berkeley Center for Labor Research and Education http://laborcenter.berkeley.edu/ Great resource for research; they have a great library on Channing Street UC Berkeley Resource Center on Aging http://socrates.berkeley.edu/~aging/ Multi-disciplinary center, events, notices of local gero-related happenings MSW Program Manual School of Social Welfare University of California, Berkeley The MSW Program and Curriculum Berkeley Social Welfare offers a two-year, full-time program of study leading to the Master’s in Social Welfare (MSW) degree. The MSW Program is fully accredited by the Council on Social Work Education (CSWE). PROGRAM MISSION AND GOALS MSW Program Mission Statement: Berkeley Social Welfare’s MSW Program mission is to develop future leaders of the profession who are deeply prepared for multi-level social work in specific areas of practice. We achieve this through an education built on the strongest available evidence, oriented to advancing social justice, and responsive to the changing needs of local and global communities. MSW Program Goals: The Berkeley MSW Program trains students for a range of social work leadership and practice roles. Students are prepared to practice with specialized skills at specific intervention levels, and are thoroughly grounded in knowledge of social and psychological issues, social welfare policies, and social service organizations. In service to our professional leadership mission the goals of the MSW program are organized around three central leadership themes, as illustrated on the next page in Table 1. MSW DEGREE REQUIREMENTS To be eligible for graduation, students must satisfy all requirements for the MSW degree: 1. Unit Requirements: A minimum total of 48 units is required for the MSW degree. At least 29 academic units of required and elective courses and 19 units of field work must be completed. One unit of graduate credit typically requires a minimum of three hours per week of effort on the part of the student, including time spent in class, in the field, and in reading and other preparation. Most social welfare graduate courses provide two units of academic credit for two hours a week in class. 2. Master’s Thesis/Research Project Requirement: All MSW students complete a sequence of courses in methods of social research (research sequence), which culminates in a research project to satisfy the Berkeley master’s thesis requirement. 3. Field Education Requirement: A total of 19 practicum and field placement units are required for graduation, the equivalent of approximately 142 days of field work. Students receive approximately two units of field internship placement credit per semester for each full day per week spent in the field. 4. Academic Standing: To be awarded the MSW degree a student must have maintained a grade point average not lower than 3.0 (B) in all upper division and graduate academic courses undertaken in graduate residence at the University of California. 16 I Welcome, Introduction and Quick Reference Table 1: Berkeley Social Welfare MSW Program Goals Berkeley Social Welfare MSW Program Goals Goal 1: Leadership for Service Goal 2: Goal 3: Leadership for Social Justice and Social Change Goal 4: Goal 5: Leadership for Goal 6: Evidencedinformed and Goal 7: Competencybased Practice Develop visionary thought and practice leaders who are responsive to communities and individuals, draw upon the best available evidence to continuously improve social work practice and policies, and who are able to change with shifting contexts of social work. Develop leaders who can flexibly and competently practice social work across multiple ecological levels. Develop leaders who can engage effectively in collaboration with diverse communities; articulate social problems; and promote innovation in social welfare practices, programs and policies. Develop leaders with an understanding of concepts of equality and social justice. Develop leaders with the skills to promote meaningful and productive change with and in underserved communities an vulnerable populations. Develop leaders with the capacity to utilize research to support practice, and practice to support research, and translate the best available evidence into practice principles. Develop leaders with skills to work collaboratively with numerous community partners to gather and analyze evidence that reflects the changing needs of our communities. Msw Curriculum Overview All students follow a prescribed, full-time (minimum 12 units per semester) program of work leading to the degree, for both foundation and concentration (advanced) courses. Students frequently exceed the overall minimum 48-unit requirement for the degree by taking more elective courses. Students may enroll in up to 20.5 units per semester. Berkeley does not offer part-time, evening or advanced standing MSW programs, or offer advanced standing status to students with a BSW degree. All students, regardless of the baccalaureate degree(s) they hold are expected to complete the regular two-year, full time program of study. All MSW students begin their program of study in a foundation curriculum in the first semester. The foundation curriculum focuses on developing knowledge of individual and family development; ethno-cultural factors and their implications; policies and institutional systems governing services; and research strategies for program development and evaluation. Foundation courses, field placements and concurrent integrative field seminars all ground students with a sound grasp of system theory and an understanding of "person in environment" thinking as a core social work perspective. Students are introduced to mainstream social work MSW Program Manual School of Social Welfare University of California, Berkeley The MSW Program and Curriculum I 17 in different fields of practice and provided with the basic skills of intervention. Students are in field placement two days a week throughout the first-year foundation field experience. Building upon their foundation coursework and field education, all students progress sequentially to and through an advanced curriculum designed to prepare students for specialized practice in a specific area of concentration. The advanced curriculum includes concentration-specific practice methods and social policy coursework, and a research seminar on the formulation, design, and implementation of social welfare research. Students are in field placement three days a week throughout the second-year advanced field education experience. MSW Sample Curriculum Plan The sample curriculum plan outlined below shows the program of work typically followed by most students. Students in special degree program options (e.g., joint degree programs, school social work credential program, etc.) will have additional requirements, and some concentrations may also have additional requirements in the advanced curriculum. Detailed Curriculum Plans for each concentration are included in the Appendix. FOUNDATION Berkeley Social Welfare MSW Curriculum Guide Fall 1 SOC WEL 200 SOC WEL 205 or SOC WEL 210i SOC WEL 220 SOC WEL 240 SOC WEL 241 SOC WEL 400 SOC WEL 401 SOC WEL 275 Spring SOC WEL 280 SOC WEL 400B SOC WEL 401 ADVANCED SOC WEL ## SOC WEL ## SOC WEL 282A SOC WEL 401 Fall 2 Human Behavior & the Social Environment Psychosocial Problems & Psychopathology (Direct Practice students) Group, Organizational & Community Dynamics (MAP students) Introduction to Social Welfare Policy Introduction to Social Welfare and the Profession of Social Work Foundations of Social Work Practice Introductory Practicum in Social Work Practice (Field Seminar) Foundation Field Practicum Diversity-Sensitive and Competent Social Work or Approved Diversity Elective Introduction to Social Welfare Research Integrative Field Seminar Foundation Field Practicum Concentration Practice Course Concentration Policy Course Seminar in Social Welfare Research Advanced Field Practicum Additional Concentration-based Coursework (Required or Elective) Any Special Program Options Requirements Additional Advanced Professionally Relevant Elective Coursework SOC WEL 282B Seminar in Social Welfare Research SOC WEL 401 Advanced Field Practicum Spring Additional Concentration-based Coursework (Required or Elective) Any Special Program Options Requirements Additional Advanced Professionally Relevant Elective Coursework MSW Program Manual School of Social Welfare University of California, Berkeley 18 I Welcome, Introduction and Quick Reference MSW Concentration Areas of Study Berkeley Social Welfare’s MSW Program and the advanced curriculum are organized around five areas of concentration, with a program of study in each designed to impart the specialized knowledge and skills required for advanced practice in a specific human service system. The Direct Practice in Child and Family Services (“C&F”) concentration prepares students for leadership and direct practice roles in programs serving disadvantaged children, adolescents, and families, primarily through governmental and contract nonprofit agencies and allied settings such as schools. Students in the C&F concentration acquire a full range of individual, family, group, and community intervention strategies and practice skills used with and on behalf of children and families. Typical field placement settings include child welfare (includes foster care and adoption, protective services, day care, family preservation, juvenile justice, special education, child health and nutrition, income maintenance, and public and private agencies that provide services through referral by child welfare agencies); schools; and nonprofit family service agencies. C&F students are prepared to meet the mission of the School by providing leadership in the provision and organization of high quality social services to support families in raising healthy children. The Direct Practice in Community Mental Health (“CMH”) concentration prepares students for leadership and direct practice in psychiatric social work; community mental health outreach and prevention; clinical social work; case management; child treatment; and substance abuse treatment. CMH students gain knowledge and skill in empirically-grounded practice in community care, self-help, and social rehabilitation; and modes of psychotherapy proven to be effective for seriously mentally ill adults and those suffering from co-morbid substance abuse disorders, those at risk of developing mental illness, immigrants and refugees, and seriously emotionally disturbed children and youth. Typical field placements include agencies providing a broad continuum of mental health care (e.g., inpatient, community residential treatment, day treatment, outpatient, crisis intervention clinics, and integrated “wraparound” and school-based services) for adults, children, and youth with emotional problems of varying severity and duration. CMH students are prepared to meet the mission of the School by providing leadership on behalf of and in practice with the priority populations served by the public mental health system in the State of California. The Direct Practice in Gerontology Services (“Gerontology”) concentration prepares students for leadership and practice in social services for older adults and their families, including long term care planning and advocacy. Gerontology students gain the knowledge and skills necessary to address the complex psychosocial issues of aging, including aging processes; health and mental health issues; the aging network; social policies affecting the elderly and their families; and competence in providing effective social work services to older adults and their families. Field placements are typically with agencies serving older adults, including clinical settings, adult day health, adult protective services. Gerontology students are prepared to meet the mission of the School by providing leadership in social work with older adults and their families through public social service systems and community-based agencies. MSW Program Manual School of Social Welfare University of California, Berkeley The MSW Program and Curriculum I 19 The Direct Practice in Health Services (“Health”) concentration prepares students for leadership and practice in health care systems and/or with populations at risk for serious health problems including the elderly, women, children, men, the developmentally disabled, people of color, people of various sexual/gender orientations, and persons with acute and chronic health conditions. Health students are educated and trained in assessment, counseling, group work, and discharge planning; clinical case management; and understanding and addressing needs of broad target populations. Typical field placements are in health promotion and health care settings including prevention programs, public health and community health agencies, hospitals and clinics, and non-profit and for-profit health agencies. Health students are prepared to meet the mission of the School by providing leadership in changing American health care policy and health care delivery systems to address the rise of health disparities associated with poverty and cultural/ethnic differences. The Management and Planning (“MAP”) concentration prepares students for leadership in public and nonprofit sectors as program managers, agency directors, policy analysts, program evaluators, and community organizers. MAP students learn the techniques needed to create, maintain, and enhance client-serving institutions and to empower communities; and gain skills in community and program development; agency management; legislative and policy analysis; financial and information systems management; program evaluation; and service specialization. MAP field placement settings include all public and nonprofit social welfare agencies and organizations. MAP students are prepared to meet the mission of the School by providing leadership to address service systems issues related to the policy development, community planning, and agency management challenges facing the field of social welfare. Changing Concentrations First-year students may petition to change their concentration during the first three weeks of the Fall Semester. Students wishing to petition for a change in concentration should first discuss the potential change with their faculty adviser and field consultant. Petitions are reviewed both by the Director of Field Education and the Admissions Office and are evaluated on the rationale provided and the availability of class and field opportunities. The ability to grant a change is not guaranteed. The deadline to submit a Petition to Change Concentration is the end of the third week of class in the Fall Semester. MSW Program Manual School of Social Welfare University of California, Berkeley 20 I Welcome, Introduction and Quick Reference MSW PROGRAM COMPETENCIES Consistent with the Council on Social Work Education’s 2008 Educational Policy and Accreditation Standards (EPAS) used to accredit master’s-level social work programs, Berkeley’s MSW curriculum is designed to provide students with the knowledge and skills necessary to meet the standards of professional performance and success in the field of social work. Core competencies, representing the dimensions of social work practice that all social workers are expected to master during their professional training, are used to design and deliver the foundation and advanced curricula. Each core competency is defined by a set of practice behaviors expected to result from achieving the competency. The core competencies and expected resulting practice behaviors for the Berkeley MSW Program are listed as follows: 1. Identify as a professional social worker and conduct oneself accordingly. a. Advocate for client access to the services of social work. b. Practice personal reflection and self-correction to assure continual professional development. c. Attend to professional roles and boundaries. d. Demonstrate professional demeanor in behavior, appearance, and communication. e. Cultivate effective professional learning approaches and habits. f. Use supervision and consultation. 2. Apply social work ethical principles to guide professional practice. a. Recognize and manage personal values in a way that allows professional values to guide practice. b. Make ethical decisions by applying NASW or other appropriate standards. c. Tolerate ambiguity in resolving ethical conflicts. d. Apply strategies of ethical reasoning to arrive at principles decisions. 3. Apply critical thinking to inform and communicate professional judgments. a. Distinguish, appraise, and integrate multiple sources of knowledge. b. Analyze models of assessment, prevention, intervention, and evaluation. c. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. 4. Engage diversity and difference in practice. a. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. b. Gain sufficient self-awareness to eliminate reduce the influence of personal biases and values in working with diverse groups. c. Recognize and communicate their understanding of the importance of difference in shaping life experiences. d. View themselves as learners and engage those with whom they work as informants. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 21 5. Advance human rights and social and economic justice. a. Understand the forms and mechanisms of oppression and discrimination. b. Advocate for human rights and social and economic justice. c. Engage in practices that advance social and economic justice. 6. Engage in research-informed practice and practice-informed research. a. Use practice experience to inform scientific inquiry. b. Use research evidence to inform practice. 7. Apply knowledge of human behavior and the social environment. a. Utilize conceptual frameworks to guide the process of assessment, intervention, and evaluation. b. Critique and apply knowledge to understand person and environment. 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. a. Analyze, formulate, and advocate for policies that advance social well-being. b. Collaborate with colleagues and clients for effective policy action. 9. Respond to contexts that shape practice. a. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. b. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. 10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Engagement: a. Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. b. Use empathy and other interpersonal skills. c. Develop a mutually agreed-on focus of work and desired outcomes. Assessment: d. Collect, organize, and interpret client data. e. Assess client strengths and limitations. f. Develop mutually agreed-on intervention goals and objectives. g. Select appropriate intervention strategies. Intervention: h. Initiate actions to achieve organizational goals. i. Implement prevention interventions that enhance client capacities. j. Help clients resolve problems. k. Implement prevention interventions that enhance client capacities. l. Facilitate transitions and endings. Evaluation: m. Critically analyze, monitor, and evaluate interventions. MSW Program Manual School of Social Welfare University of California, Berkeley 22 I Welcome, Introduction and Quick Reference INDEPENDENT STUDY Individual Study for Graduate Students coursework (SOC WEL 296) is designed to permit qualified graduate students to pursue special study in a subject area of their choosing under the direction of a faculty member. Students decide on the area of study and then obtain the consent of a faculty supervisor. With approval these units may be used toward completion of elective unit requirements. To file for an Individual Study, obtain an application form for SOCWEL 296-Individual Study from the Graduate Programs Advisor (also included in the Appendix). Complete the form and have the supervising faculty member sign it, indicating the number of units to be earned. Return the form no later than the end of the 3rd week of classes, and enroll in Individual Study through TeleBEARS with the Course Control Number provided by the Graduate Advisor. COURSE EXEMPTIONS AND WAIVERS Berkeley does not offer an advanced standing MSW program or award advanced standing status to students with a BSW degree. Students entering the MSW program with considerable course background in the social work field, either from BSW programs or other undergraduate majors, may be exempt from one or more of the foundation curriculum academic requirements. No social work credit towards the MSW degree is granted for life experience or previous work experience. There is no exemption from field education regardless of academic background or practice experience. Course exemptions may be granted to students who have mastered the essential content in basic social work curriculum areas. For SOC WEL 200 (Human Behavior and the Social Environment) and SOC WEL 280 (Introduction to Social Welfare Research), mastery is evidenced by passing a special competency examination given by the School. For other foundation courses, mastery may be evidenced by confirmation of your satisfactory completion of equivalent materials. This can be done by submitting relevant course outlines, work samples, and grades to the faculty chair of the appropriate concentration group. Information concerning the scheduling of the Fall SOC WEL 200 competency examination is emailed to incoming students. Information concerning the scheduling of the Spring SOC WEL 280 competency examination is distributed at the end of the Fall semester. Competency exams are fully voluntary; there is no penalty for failing the exams. Students who are exempted from a course do not receive a grade or unit credit toward the MSW; they are permitted, rather, to forego the required course in favor of an additional elective. Elective courses selected from outside the School, and that are not on the School’s Approved Outside Courses list, must be professionally relevant. Students should receive approval for such selections from their concentration advisor. TRANSFER CREDIT Per Graduate Division policy, up to four semester units taken in graduate standing at another college or university prior to beginning the MSW program at Berkeley, and not used to satisfy any requirements for another degree, may be applied toward the MSW degree with the approval of the Dean of the Graduate Division. Transfer units must be equivalent to courses in the MSW program at Berkeley, and the student must have received at least a B in the course(s) and have a grade-point average of at least 3.3 at both Berkeley and the other institution. To request transfer of units, please consult with the Graduate Programs Advisor. Requests are MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 23 submitted to the Graduate Dean on behalf of the student by the Head Graduate Adviser. In the request the Head Graduate Adviser must support and explain the basis for the student’s request, and specify the units and courses to be credited. APPROVAL PROCESS FOR OUTSIDE (NON-SSW) COURSES TO COUNT TOWARD ELECTIVE REQUIREMENTS To see approval of an additional non-SSW course to satisfy an elective requirement: 1. Obtain a copy of the syllabus. Course must be 2 units minimum and be numbered 100 or above. All 100-level and 200-level courses are acceptable for the MSW degree. 2. E-mail the Graduate Programs Advisor, requesting for the course to count for either policy, methods, human behavior, or diversity. Be sure to include in your request the course name and number, offering department, and number of units. 3. Attach the syllabus to the e-mail. 4. The Graduate Programs Advisor will forward the request to the SSW Faculty member serving as Subject Matter Expert for that particular elective. 5. After the course has been evaluated, the Subject Matter Expert will notify the Graduate Programs Advisor and student via e-mail. The most recent list of approved outside non-SSW courses can be found under the Academics section of our website. SPECIAL PROGRAM OPTIONS Pupil Personnel Services Credential (PPSC – School Social Work Credential): School social workers in California must hold the Pupil Personnel Services Credential. In addition to the requirements for the MSW degree, certain field work experiences in school-based settings are required, along with special course work. For more information: Contact PPSC program faculty members Robert Ayasse (332 Haviland; [email protected]) or Dr. Susan Stone (222 Haviland; [email protected]). Social Welfare/Public Health Dual Degree Program: After admission to a graduate program at Berkeley, a student may apply for a second professional degree in another field. The Dual Degree Program offers interdisciplinary preparation in the fields of public health and social welfare leading to the MSW and MPH degrees. Its objective is to provide the knowledge and skills necessary to promote health, prevent disease, and enhance the delivery of health and social services in the community. The program allows students to build interdisciplinary skills and professional identity by developing an understanding of the breadth of each field, the interrelationships of the fields, and focused content in particular specialty areas. For information: Contact Joshua Dullaghan, Graduate Advisor, (120 Haviland; [email protected]). MSW Program Manual School of Social Welfare University of California, Berkeley Field Education This section of the MSW Program Manual covers information, policies and procedures related to the field education component of the MSW program. THE FIELD REQUIREMENT Overview Berkeley’s School of Social Welfare provides students the opportunity to apply classroom learning and develop professional competencies by engaging in supervised, agency-based practice. Field education is frequently one of the most challenging but memorable parts of graduate education and involves a substantial amount of student time and credit hours. In addition to teaching courses and seminars, Field Consultants oversee relationships with a wide array of social agencies and provide significant educational support and professional guidance to MSW students. The overall objectives of field education are: 1. To provide students with opportunities to develop practice skills by applying, refining, and integrating conceptual knowledge acquired in classes with “real world” experiences in social agencies; 2. To help students achieve mastery of professional competencies through progressively immersing them into the role of professional social worker and arranging for them to be given competency-based feedback from agency field instructors; and 3. To facilitate the development of strong, lifelong practice learning competencies including use of consultation, being self-reflective, considering multiple, often conflicting sources of knowledge, applying critical thinking and ethical decision-making skills, demonstrating effective coping and resolution of dilemmas, and consistently conducting oneself in a professional manner. Successful completion of 19 field education units is required for degree conferral. Field practicum is generally concurrent with field seminar/section and academic classes. The unit requirements include: 1. 17 field practicum/placement units, the equivalent of at least 140 days (1,120 hours) of agency placement. Students receive approximately two field units per semester for each full day of the week spent in practicum, and; 2. 2 field seminar units in the first year, one per semester, and attendance at 16 hours of field section in the second year. 26 I Field Education ADMINISTRATIVE STRUCTURE AND ROLES Overall management of the field program is provided by the Director of Field Education and supported administratively by the Field Education Program Assistant. Field faculty members are actively involved in establishing and implementing policies and procedures. Additional input on program issues and changes is also sought periodically from participating agencies and students. The field program curriculum is overseen by the School’s faculty through the MSW Program Committee and administratively by the School’s Dean. Field Faculty Roles The field faculty is comprised of the Director of Field Education and Field Consultants who are members of the School of Social Welfare Departmental Teaching Staff. These specialists have primary responsibility for field education, development of, matching to, and monitoring of field placements, facilitating student acquisition of identified practice competencies, supporting Field Instructors, and determining field education grades. Each Field Consultant is a specialist in one or more of the concentration areas represented in the advanced curriculum. They also teach practice courses and serve on departmental committees, helping to link the curriculum with current practice trends and concerns. The deep, ongoing involvement of our field faculty in public agencies helps to keep the School current on policy, program development, and practice issues. Field Consultants are the direct liaisons between the agencies and the School. They support all parties involved in each field placement, ensuring that the student's educational needs are well met, that the placement experience is mutually beneficial to both agency and student, and that student competencies develop in all identified areas. The responsibilities of the field faculty include: 1. Maintaining knowledge of changes in policy, practice, and institutions in their assigned field of practice in order to provide information for field program and curriculum development; 2. Recruiting, screening, and orienting desirable new placement settings; 3. Maintaining and improving existing placement settings; 4. Guiding the placement process of assigned students by conducting assessments, considering all available placements, and facilitating or recommending matches whenever possible; 5. Orienting, training , supporting, and evaluating agency Field Instructors and other involved agency personnel; 6. Leading field seminars; 7. Assisting with the development of Learning Agreements and reviewing all evaluations; 8. Maintaining regular contacts with Field Instructors and students to support the field instruction process and to solve any problems that might arise regarding a placement or student's performance; 9. Participating in the evaluation of students, Field Instructors, and agency settings; 10. Offering individual educational or professional advising, mentoring, and/or coaching to students; and 11. Determining and assigning student grades. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 27 Agency Personnel Roles Agency Managers: Effective field education requires a significant commitment on the part of agency management. The development of an agency field education program, even if for only one student per year, requires careful planning. Therefore, responsible agency manager(s) should be involved in the initial development of the placement plan and in periodically reviewing, with Field Consultants and agency staff or Field Instructors, the effectiveness of the field placement program within the agency. Field Instructors: The Field Instructor is the student's teacher in the agency, providing administrative and educational supervision to the student. The relationship between students and their Field Instructors is central to students' learning and preparation for social work practice. Field Instructors serve as teachers, supervisors, mentors, and gatekeepers for the profession. Satisfactory student progress in field instruction depends on agency support, school-based preparation, student readiness for field placement, and the skill of the Field Instructor in managing the field instruction process. Field Instructors must have sufficient training and experience in the required practice modalities to supervise student’s work. These practice domains include but are not limited to case management, counseling, group work, advocacy, referral, resource development, family work, needs assessment, evaluation, policy and program development and implementation, personnel and fiscal management, development, and/or other clinical or administrative services. All Field Instructors are required to complete a workshop orienting them to the Role of Field Instruction, and are offered annual opportunities to update and advance their field instruction skills. Training Coordinators: Many agencies designate a particular staff member as Training Coordinator. Training Coordinators play a key role in the design of agency placement arrangements and often manage the placement process, including selection of participating program units and Field Instructors. They provide orientation, facilitation, and additional support services for both Field Instructors and students. When an agency Training Coordinator is designated, the Field Consultant establishes a close working relationship with that person to facilitate mutual planning and effective response to any problems that might arise. The Student Role Social work students are adult learners, capable of being--and expected to be--active participants in the field instruction process. Students are expected to assess their baseline practice competencies, to clarify their professional learning needs and objectives, and to play an active role in determining the appropriate setting for both of their placements. Because Social work students are assigned duties in public agencies that serve vulnerable populations and will, upon graduation, be eligible to perform the full range of entry-level social work services, students in placement are expected to behave in a professional manner at all times. Students are guided by the Code of Ethics of the National Association of Social Workers, by agency codes of conduct, by the Berkeley Code of Student Conduct, and by the Academic and Professional Standards for the MSW Program. (See the “Rights, Responsibilities and Professional Standards” section in this manual for copies of these codes and other expectations for student conduct.) MSW Program Manual School of Social Welfare University of California, Berkeley 28 I Field Education Throughout the placement period, the student should play an equal role in defining the agenda for field instruction meetings, including issues that should be discussed, the structure of the meetings, and materials that the student will bring (case records, process notes, planning documents etc.). Engaged and receptive approaches to learning which demonstrate initiative and responsiveness to feedback and direction are expected. Students must introduce themselves as students or interns to clients and colleagues and should not convey the impression that they are regular staff or already possess their MSW degree. STUDENT ELIGIBILITY FOR PLACEMENT AND FIELD EDUCATION When learning in a community setting and serving vulnerable populations, MSW students must demonstrate the ability to learn essential tasks in a sufficiently safe, ethical, and productive manner to be eligible for field placement. This eligibility determination is primarily made by the student’s assigned Field Consultant during an interactive process where specific criteria are applied. Agency interview feedback may also be considered. Field Faculty Assessment Field faculty members play a key role in the School’s admissions processes. Field faculty review all applicants for their concentration area who meet the minimum criteria for admission. In addition to reviewing their academic qualifications, we examine candidates’ statements and materials to determine the likelihood that they will have the requisite skills, motivation, and experiences to succeed in the required field education portion of our curriculum. Admission to the MSW program does not, however, automatically guarantee admission to field education. After being admitted to the MSW program, students are more carefully assessed for their admissibility to field education by participating in a comprehensive, interactive process with their assigned Field Consultant. This assessment typically involves completing a preplacement questionnaire, disclosing all relevant ethical violations or legal convictions, and meeting for an interview with their assigned field faculty member. In addition, observations of the student’s behavior made during field seminar or other educational contacts may be utilized to determine admissibility to field education. Field Consultants express their concerns about observable student capacities in a direct and respectful manner with the goal of resolution so that learning may proceed. Admissibility to field education is determined by assigned Field Consultants initially, is reevaluated continuously throughout the course of study, and may be suspended at any time concerns persist. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 29 Eligibility Criteria for Field Placement In order to be eligible for field placement, MSW students must be willing and able to demonstrate the following abilities (with or without accommodation): 1. Attend reliably and punctually. Because clients and colleagues rely on essential tasks being performed in a time-sensitive manner, students must show up and perform at the placement site consistently on scheduled days without a pattern of excessive absences (defined as a maximum of 2 or more absences within a 30-day period) or tardiness (defined as 2 or more arrivals later than 20 minutes within a 30-day period); 2. Possess sufficient stamina, strength, sensory perception, mobility, and/or dexterity to perform essential tasks; 3. Remain focused on and attentive to tasks so as to ensure quality and timely completion of service and projects; 4. Follow instructions with minimal repetition; 5. Analyze, organize, and communicate large amounts of data sufficient to complete related records and reports; 6. Simultaneously organize, prioritize, track, and complete a wide variety of tasks for multiple clients and/or projects in a timely manner; 7. Display good judgment with respect to safety, ethics, and higher order priorities; 8. Appropriately engage in discussion with others who are expressing intense emotions and experiences related to clients, community members served, and/or agency projects; 9. Listen to and implement feedback given by clinical instructors and colleagues without becoming overwhelmed, reactive, argumentative, or defensive; 10. Self-monitor and accordingly adjust his or her own behaviors so as to be in accordance with professional roles, standards, and contexts; 11. Communicate and respond to communication in a timely manner; 12. Respect the rights of clients to hold differing values and to refrain from imposing personal values on others; 13. Possess sufficient skills in spoken and written English to understand and communicate relevant information; and 14. Display good judgment in communication, interpersonal behaviors, and personal and professional boundaries. Failure or unwillingness to demonstrate any of the above behavioral prerequisites may lead to inadmissibility to, or suspension from, field education. If the Field faculty member holds a MSW Program Manual School of Social Welfare University of California, Berkeley 30 I Field Education significant concern about the student’s willingness or ability to meet the above-described eligibility criteria, she or he will discuss them directly with the student to see if it may be resolved informally before initiating the formal resolution process later described. Field Consultants refer to the criteria and apply their professional judgment in deciding whether or not a student may be forwarded to agencies for consideration and in making the determination of eligibility for field education. Agency Assessment of Student Acceptability and Suitability The ability to obtain an approved field placement through an interactive interview process with our approved agency partners is also required for admission to field education. In the instance that a student has been forwarded for three successive field placement interviews and has been found to be unacceptable at all interviews, the assigned field faculty member will collect and analyze related agency feedback, will review the eligibility criteria for field education, will review identified competencies applicable to the student, and will directly discuss behavioral feedback and concerns with the student. In some cases, students may be coached to success on how to present themselves more effectively. When other factors are determined to be primary reasons for the student to be found unacceptable by multiple agencies, every effort will be made to communicate those factors to the student and to collaborate about how to improve them. In other cases, students may not be accepted for placement due to the recent nature or severity of their criminal history. Failure to succeed at obtaining an agency-based placement may be viewed as evidence of unsuitability for the degree and profession at this time. Students unable to ascertain a field placement for themselves after three interviews may be assigned an unsatisfactory grade in field education. They may then be placed on academic probation and are at risk for eventual dismissal if this is not resolved within a semester. Other Concurrent Requirements for Admission to Field Education Students admitted to field education are expected to be concurrently enrolled in the required foundation and/or concentration-based courses in the expected sequence unless they have a preapproved, modified academic plan. Students must be eligible for field placement to be eligible to participate in concurrent field seminars and/or field section meetings. Should a student’s grade point average fall below a 3.0, should a student fail a required foundation or concentration-based course, or should a student receive two or more Incomplete (I) grades in any one semester, field placement may either be not initiated or suspended until all academic concerns are resolved. If a student is suspended from placement, we cannot guarantee that he or she will be able to return to that same placement. Suspended students may or may not be eligible for partial credit depending upon the circumstances. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 31 Resolution Processes The determination that a student may not adequately possess or demonstrate eligibility criteria for admission to field education is a serious matter which requires professional judgment and careful, rigorous consideration. When concerns arise about a student’s eligibility, all attempts at informal resolution are made. This usually involves direct discussion with the student about the relevant prerequisites that may be impaired, lacking, or inconsistently demonstrated. In most cases, particularly when the student is amenable and responsive to feedback, concerns can be resolved at an informal level. When informal resolution is not possible, the field faculty member will convene a conference during which the student, the concerned field faculty member, the Director of Field Education, and/or relevant academic advisors from the staff, faculty, and or university will discuss the criteria for admission to field education and review the concerns together Several possible determinations may be made on the basis of that meeting: 1) The concerns have been resolved before or during the formal meeting. In this case, the student shall be eligible for either agency interview and/or admission to field education and will be monitored accordingly. 2) Although concerns remain, they are not serious enough to prevent placement. In this case, the field consultant may discuss the concerns with the student and the intended agency field instructor, identify field competencies that may be impacted, and require these concerns to be noted in the learning agreement. In addition, the field consultant will then closely monitor the placement and arrange an early visit to review progress. 3) Concerns are sufficient that the student is deemed inadmissible to field education for up to an entire semester. In the instance that a student has been deemed inadmissible to field education, she or he is typically provided with a recommended pathway to address the concerns which may include participation in an informal tutorial or formal independent study, outside evaluation and/or intervention from a qualified professional, outside training or educational event, or other relevant assessment or remedy. Students are eligible for re-assessment no later than one semester from the time they are determined to be inadmissible to field education, although admissibility remains subject to the previously stated criteria and cannot be guaranteed. Following this meeting, the student will be notified in writing by the Director of Field Education about their admissibility to field education and any related restrictions, mandates, recommendations, rights, privileges, or next steps. Students inadmissible to field practicum are usually not allowed to participate in the concurrent field seminar. Students inadmissible to field practicum are instructed not to represent themselves as being eligible for school-affiliated internships to community agencies. If they should assume volunteer or paid positions during this period, they must explicitly disclose that these are not School-affiliated and are never retroactively given academic credit for them. MSW Program Manual School of Social Welfare University of California, Berkeley 32 I Field Education Letters of Warning, Academic Probation, and Dismissal Should a student be determined to be inadmissible to field education, he or she may also be subject to a letter of warning, or more commonly, academic probation, and eventually, dismissal on the basis of failure to make expected academic progress outlined earlier. If their inadmissibility persists for more than one semester, they may be subject to dismissal from the MSW program. During the sensitive nature of these reviews and discussions, students, field faculty, staff, and administration frequently confer and collaborate with the Disabled Students Program (DSP), Graduate Division, other campus departments and supports, and all relevant codes of conduct. Students who disagree with the school’s determination in this area have the right to file an academic graduate appeal outlined in this MSW Handbook. FIELD ARRANGEMENTS FOR STUDENTS WITH DISABILITIES Students with disabilities enrich the social work classroom and profession, often sharing considerable life experience that builds empathy and awareness and improves service delivery to clients with disabilities. We are committed to and experienced at arranging field placements for students with disabilities. Students who possess most of the identified eligibility criteria but may need reasonable accommodations in order to complete the field portion of their MSW education are encouraged to discuss those accommodation needs proactively with their Field Consultant. Generally, if accommodations are needed, we will ask students to undergo a formal evaluation with the Disabled Students Program (DSP) and to have an updated Letter of Accommodation on file. Because the field practicum (SW 401) occurs off-campus and involves responsibility for public agency clients and projects, an accommodation letter specifically customized for this course is required. The School will proactively work with Disabled Students Program (DSP) and student to identify all relevant and feasible accommodations for the unique context of the field practicum (SW 401). Students are never required to disclose personal health information to school faculty or staff and may limit the conversation to their accommodation needs. Similarly, when school faculty interacts with DSP and/or agency staff, the conversation shall be limited to the accommodation needs so as to protect the student’s privacy. In order to be eligible for field placement, all students must be determined to possess the eligibility criteria necessary to field learning. Essential capacities for particular types of placements may vary, however, depending on the type of placement and the educational needs of the student. The School is dedicated to making reasonable accommodations available to assist qualified students with essential capacities and/or in completing the field education portion of the MSW curriculum whenever possible. We have access to a wide range of agency partners and can often find an agency that could serve as a suitable site for a particular student. Students with disabilities are welcome to include a support person or a representative from the Disabled Students Program in conversations with their Field Consultant about accommodation needs. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 33 Available Accommodations We have successfully worked with DSP and our agency-based field agencies to accommodate students with disabilities in some of the following ways: 1) Reducing the number of hours of their shift from 8 hours down to 4-6; 2) Reducing the number of shifts per week from 3 (for second year students) down to a minimum of 2 (minimum); 3) Allowing the student to begin the placement sooner or to extend it later (if acceptable to the agency) so that total day/hour completion standards may be met; 4) Increasing the number of allowed absences to 2 per month (maximum) and/or tardy arrives to 2 per month (maximum); 5) Allowing the students to take more frequent, brief breaks if needed; 6) Selecting a field placement near their home to reduce travel burden; 7) Selecting a field placement organization and/or field instructor able to implement the student’s accommodation needs; 8) Facilitating the use of adaptive technology or equipment; 9) Allowing students to begin and end their placements earlier or later in the day than normal so that they can complete the number of required hours in a consistent schedule that supports their learning and protects their health; 10) Allowing students to begin or complete placements during winter, spring, and summer breaks; 11) Allowing students to pursue concurrent academic courses on a reduced basis or in a different sequence; 12) Approving students to complete all field education hours in one agency; 13) Requesting student be given a customized work space, when available; 14) Other accommodations not incompatible with the fundamental purposes of the clinical program, that do not compromise academic standards, and that do not pose significant health/safety and/or privacy risks to the field placement organization and its clients. Approved accommodations are normally maintained for the duration of the field placement but may be modified as needs and demands change so long as they continue to meet the criteria of reasonable. In the instance that the university, school, and/or agency cannot provide a student with reasonable accommodations for a particular setting, extensive efforts will be made to identify an available alternative where reasonable accommodations may be applied. In the instance that the need for accommodation exceeds the limit of what is considered reasonable and/or no available placement appears to exist after a prudent search, the student will be directly advised of this and counseled as to their future educational options. Although reasonable accommodations may be applied and learning conditions modified, total service time and competency-related standards of performance remain the same for all students irrespective of ability status. So as to maximize their education and protect their health, students with disabilities are encouraged to talk through the scheduling of their academic and field practicum curriculum MSW Program Manual School of Social Welfare University of California, Berkeley 34 I Field Education with their Academic Advisor and Field Consultant in advance and throughout their student career, particularly as their needs and capacities change. Since they will eventually negotiate their rights and needs directly with employers, this can be an exceptional learning opportunity for students to develop awareness of both their rights and needs and how to communicate and negotiate those professionally. SELECTION AND APPROVAL OF FIELD PLACEMENTS AND INSTRUCTORS Selection and Approval of Field Agencies The San Francisco Bay Area is richly endowed with public and private social service and community agencies, collectively reflecting a spectrum of health and welfare service organizations and diverse communities. This diversity makes it possible for the School to select field education settings that provide learning experiences consistent with the mission of social work, the mission of Berkeley Social Welfare, related accreditation guidelines, and in addition, to meet the goals and learning needs of our MSW students. Criteria for agency approval are as follows: 1. The agency must be committed to offering ongoing, educationally sound training which fits well with the professional frame of reference of social work; 2. A minimum of one hour per week of formal on-site field instruction is expected, as well as regular on-site administrative supervision; 3. A substantial part of the agency's clientele --and the bulk of student assignments --must represent vulnerable, at risk, and/or diverse populations; 4. The services offered must be relevant to, effective with, and responsive to these populations; 5. The funding auspices of the agency should be largely public; if the agency is a private nonprofit, it should receive substantial funding from, and have referral relationships with, key governmental structures; 6. The agency must be a member in good standing of appropriate regulating and professional bodies and must offer services grounded in the Code of Ethics of the National Association of Social Workers; 7. A Field Instructor meeting the School's requirements must be provided; 8. The agency must allocate time released from other duties for field instructors to work with students and to attend professional development activities offered by the School; 9. The agency must provide a safe workspace and other necessary supports (such as clerical assistance, access to a desk, computer, phone, and reimbursement for placement-related expenses) and schedule field placement in accordance with the school’s academic and field calendar; 10. The agency must be willing to work with a diverse range of students and to work with the university and school to offer reasonable accommodations to eligible students; 11. The agency must have appropriate safety and risk reduction policies in place, and must orient students to these policies; MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 35 12. The agency must be willing and able to provide a range of learning opportunities across the intervention cycle (engagement, assessment, intervention, and evaluation) and across the levels of social ecology (individuals, families, groups, organizations, and communities) so that students may practice and meet generalist and/or advanced competencies; 13. The agency must be able to provide the student with observationally-based, structured feedback on formative and summative bases related to identified competencies; 14. The agency must be willing to collaborate extensively with assigned field faculty, to communicate needs and concerns, and to respond to communication in a timely, professional manner; and 15. The agency must ensure that required forms are completed and returned in accordance with school guidelines and deadlines including but not limited to competency-based learning agreements and evaluations of students. The School seeks to develop and maintain ongoing relationships with the highest quality agencies and field instructors in our region. To that end, we initiate communication with agencies of interest, respond to requests, and clearly post information and application materials on the school’s website. During a preliminary discussion between an agency representative and member of our field faculty, an initial assessment is made of the fit between the agency's needs and those of the field education program. If the agency appears able to meet the above-described criteria, they submit a formal application and typically receive a personal visit. During this visit, field faculty collect, confirm, and provide information to evaluate if a working partnership would be mutually beneficial. Following this visit, the field faculty presents his or her recommendations to other members of the field faculty with final approval resting with the Director of Field Education. Agencies where students are placed are also reviewed annually to determine if they have been able to or appear able to continue to meet the school’s criteria. Available data reviewed include the student’s formal and informal feedback, review of the key documents submitted (learning agreement, first semester progress review, and final evaluation), and observations during inperson site visits and phone consultations with the agency and/or field instructor. Students are required to submit to the School an end-of-year placement evaluation where they provide feedback on their agency experience which is used for purposes of quality assurance and improvement. We provide field agencies and instructors with both affirmation of their assets and with recommendations for continued improvement. Selection and Approval of Field Instructors The following selection criteria are used to evaluate and approve field instructors: 1. 2. Holds a Master’s in Social Work degree from an accredited school of social work; Possesses no less than two years of postgraduate work experience in the area in which s/he is instructing. An exception to this may be made for an experienced worker who has acquired a Master's degree after significant prior experience, and may, therefore, be ready to supervise immediately following completion of his/her professional training; MSW Program Manual School of Social Welfare University of California, Berkeley 36 I Field Education 3. 4. 5. 6. 7. 8. Has been employed by the agency for a period of 12 months or more and/or is fully oriented to and successful in the agency environment at his or her assigned tasks; Demonstrates an ongoing commitment to professional social work education; Possesses knowledge of the agency, its policies and procedures, and its relation to the community; Demonstrates commitment to participate in annual trainings and other field events and to work with the field faculty throughout the field education process; Demonstrates knowledge of and commitment to professional conduct and ethics; and Dedicates no less than one hour per week -- and often more than that -- to help the student develop identified professional competencies. In some situations, an approved field agency does not have a member of their staff who meets the above criteria (particularly, holding an MSW from a CSWE-accredited program) but is otherwise believed to be able to offer an excellent learning experience for MSW students. In this instance, we first consider whether a comparable agency-based placement who can assign a qualified field instructor is available for the intended student. When this is not the case, we then consider whether the agency is able to hire a qualified consultant or enlist a qualified volunteer who meets the above criteria, and when possible, we help them identify and engage qualified persons. In this scenario, we designate an on-site field instructor who orients the student, assigns tasks, reviews task completion, and provides feedback to the student and an off-site field instructor who provides additional consultation, reinforcing the social work perspective on all learning assignments and experiences. Typically, in this arrangement, the offsite field instructor provides no less than individual consultation for one hour or group consultation for two hours at a frequency of every two weeks. Both the on-site and off-site field instructors collaboratively complete field documents and participate in training, site visits, and monitoring conducted by the field faculty. On a limited basis, our field faculty may serve as off-site field instructors for select students where no other qualified individual can be enlisted and we believe the placement otherwise substantially meets the student’s career goals. Field Placement in an Employing Agency Students are permitted to be placed in an agency where they are or have been employed for one of their two placement years and only under certain circumstances usually related to the agency being able to provide substantial new learning related to identified competencies. If a student would like to complete one of their field placements in a setting where they are employed or have been employed, they must petition their assigned field faculty member in writing indicating: 1) why they believe such an arrangement would educationally be comparable to or better than placement in a new environment; 2) the proposed tasks and unit assignment that are different from the student’s current or former employment-based responsibilities and/or unit; 3) what specific new competencies they believe would be obtained; and 4) the qualifications and contact information of the identified field instructor who must be a different person from their past or current employment-based supervisor and program manager. After reviewing the written proposal, we generally sit down to discuss it with the student so as to make certain they understand the educational costs and benefits of this arrangement vis-à-vis other available field placement opportunities. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 37 Before approving the request, we always confer with the intended agency-based field instructor and program manager to ensure that all educational requirements can be met throughout the intended duration. We offer strategies to protect the students learning and to separate out educational goals from their employer-based needs. Specifically, we discuss “time walls” between their educational time and their employment time so that there will be an accurate accounting of each and a separate reporting and evaluation relationship for each. Finally, we enlist their commitment to continue the student’s educational internship for the entire length of the intended duration even if employment should cease for whatever reason. With these processes and protections in place, it has been our experience that employment-based field placements can be viable and advantageous in some situations. We often ask students to interview for other types of field placements concurrently so that they have fully considered the comparable educational benefits they are foregoing. If we become aware that field learning tasks are not distinct from regular work assignments as agreed and that field instruction and employment-based supervision are being comingled, we reserve the right to terminate the placement and to ask the student to complete another educational placement of full length. Agencies of Interest not Formally Approved as Field Placements In some instances where an agency or program is not approved as a field placement site but is highly desirable to a student and appears to meet the School’s criteria, proactive efforts may be made to recruit, screen, and approve the site. It should be noted, however, that this can take up to three months to occur and is not always possible. Students may make their interest known verbally during individual field advising meetings or in writing and may supply the Field Consultant with whatever information they have that leads them to believe the agency would be interested in serving and qualified to serve as a field instruction site. Students may also refer potential field instructors, training coordinators, or agency managers to the School of Social Welfare website where they may download information and forms related to field agency approval. If agencies do not return our phone or email contact or fail to complete and submit forms, we are unable to consider them. Once applications are submitted by the agency, we will arrange for a phone or in-person visit and will make our determination as to whether they are an approved field placement agency based on the previously described criteria. The opening Field Consultant makes a recommendation to the Director of Field Education who makes the final decision about approval. Any newly opened placements may be less predictable in quality than placements that have previously established a strong track record. FOUNDATION FIELD EDUCATION: THE FIRST YEAR The structure of foundation (first year) field education is the same for all students regardless of concentration. The first year is designed to introduce students to provide students with a range of learning opportunities across the intervention cycle (engagement, assessment, intervention, and evaluation) and across the levels of social ecology (individuals, families, groups, organizations, and communities) so that students may learn and demonstrate identified generalist competencies The Placement Process and Foundation Field Practicum Students are typically oriented to field education in the summer before they begin studies by watching an online video, reviewing written materials, completing pre-placement questionnaire and liability insurance questionnaires, revising their resume, and then meeting individually with MSW Program Manual School of Social Welfare University of California, Berkeley 38 I Field Education their Field Consultant. They discuss their past experience, future plans, needs, and learning goals for first year placement. Based on this information, the student, the Field Consultant, field faculty colleagues and the Director of Field Education determine eligibility for field education (previously described) and identify an appropriate agency for placement. Since the first year of the MSW program is designed to provide a broad introduction to social work and social welfare, field agencies are selected by Field Consultants for their ability to familiarize students with key approaches, institutions and multiple levels of practice. After being assigned to a placement interview, the student then meets with the agency Field Instructor and they assess together the suitability of the proposed placement. In the instance that this process does not result in a mutually satisfactory arrangement, another placement interview may be offered. As previously described, failure to obtain placement after three interviews requires a review of the student’s admissibility to field education and suitability for the degree and profession. First-year field practicum days are Wednesdays and Thursdays beginning in the last week of September and continuing until the end of the Spring semester. Standard days are eight hours in length and do not include time for lunch or other breaks. Students and their agency Field Instructors work together to finalize the student’s schedule and to develop a learning agreement that specifies the tasks that will be assigned in the placement that are intended to help students develop and demonstrate identified competencies. The learning agreement provides the basis for periodic evaluations of student work. Field Consultants typically visit agencies in the Fall to review the learning agreements with students and Field Instructors. Common modes of practice in these settings involve brief or supportive models of direct practice including clinical interviewing, intake assessment, case management, emergency intervention, and/or counseling with individuals and groups. Access is also available to a range of macro-practice activities such as meeting management, program planning, coordination, and evaluation, advocacy, policy analysis, and/or development functions. Training Coordinators and Field Instructors are encouraged to orient students to their agencies with a broad appreciation of the agency's place within the network of services. Practice tasks are organized, to the extent possible, to provide a wide range of practice experiences and continuity with a sufficient number of assignments for competency acquisition and reliable assessment. Successful completion of the foundation field practicum is determined by completion of the minimum hours (400) and demonstration of identified competencies. The Year-Long Field Seminar: SW 400 Prior to beginning field placement, students prepare for entry to the field by beginning all of their foundation courses. In addition, SW 400 The Field Preparation and Integration Seminar is specifically designed to prepare, enable, and support students as field learners and meets for at least two hours every week in the Fall and every other week in the Spring. Facilitated by the field consultant, this seminar introduces students to a range of social work agencies, settings and topics, engages them in self-reflective assessment, and examines how best to approach “real world” learning so as to advance professional competencies. Students typically participate in the same section of the field seminar for the academic year. Upon completing the first year seminar, students will: 1. Increasingly identify as professional social workers and conduct themselves according to professional and ethical standards; MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 39 2. Enhance their ability to form, participate effectively in, and benefit from a professional consultation group; 3. Become more familiar with an array of practice settings, topics, and dilemmas; 4. Assess their foundation professional competencies, assets and needs, and related growth and development; 5. Emotionally and practically prepare to begin field placement duties and tasks with individuals, families, groups, organizations, and/or communities; 6. Improve the effectiveness of their approach to professional learning including working within agency contexts, utilizing field instruction, and identifying strategies for coping with professional dilemmas; and 7. Present field-based cases, projects, or dilemmas in an organized, concise manner so as to receive feedback and input which improves performance and outcomes. Successful completion of the foundation field seminars is determined by attendance, participation, and submission of the key assignment. Concurrent enrollment in SW 401 The Field Practicum and SW 400 The Field Integration and Preparation Seminar is expected. Identified Foundation Practice Competencies for Field Education The School has established a set of 12 practice competencies based upon the Educational Policies and Accreditation Standards of the Council on Social Work and interpreted for our context. These competencies guide task assignment, instruction, and evaluation: 1. Engagement with Individual, Families, Groups, Organizations, and/or Communities: Establishes contact, builds rapport, forms working relationships, and invites a diverse array of clients, stakeholders, and/or community partners to participate in clinical services and/or administrative projects. 2. Consultation, Coordination, and Collaboration: Obtains information from a variety of collaterals, stakeholders, and/or other sources and integrates into a coordinated service and/or project plan. 3. Assessment of Individuals, Families, Groups, Organizations, and/or Communities: Collects, analyzes, and applies relevant information to promote the effective delivery of clinical services and/or the effective execution of administrative and planning projects. 4. Intervention Planning: Develops clinical and/or administrative project goals that include input from clients, multiple stakeholders, and/or information sources. Identifies specific, measurable, and achievable goals and integrates the best available evidence and/or knowledge. 5. Intervention Implementation and Evaluation: Executes activities and interventions consistent with the intervention plan in a thoughtful, sequenced, and responsive manner. Modified activities, pacing, methods, and/or goals so as to increase the likelihood of reaching the intended outcome(s). 6. Systemic Intervention: Demonstrates interest, understanding, and/or effective participation in the organizational, institutional, and/or community contexts that shape the delivery of social work services. MSW Program Manual School of Social Welfare University of California, Berkeley 40 I Field Education 7. Evaluation of Systemic Efforts and/or Interventions: Collects, analyzes, and applies data on the effectiveness of program, system, and/or community-wide efforts so as to shape the overall delivery of social work services. 8. Planning for Completion or Transition: Facilitates endings and transitions to clinical and/or administrative projects in a timely, smooth, and thoughtful manner so as to promote continuity of care and/or project success. 9. Written and Verbal Communication Skills: Communicates orally and in writing in an organized, complete, and timely manner. Delivers communication in an effective manner given its purpose and context. 10. Professional Ethics: Recognizes ethical conflicts, applies the applicable social work ethical codes, and arrives at principled decisions. 11. Professional Conduct: Demonstrates professional behavior, appearance, and communication in accordance with standards identified by the School of Social Welfare, field agency, and professional codes. 12. Professional Growth and Development: Initiates and takes responsibility for learning. Invites, considers, and integrates feedback from instructors. Demonstrates commitment to continual professional development and life-long learning. Because of their importance, these competencies should be periodically reviewed during the first year field practicum and in individual, group, and seminar meetings. Successful completion of both the foundation field practicum and the foundation field seminars (SW 400 and SW 400B) are required for advancement into advanced (second year) field education and to progress normatively toward MSW degree conferral. ADVANCED FIELD EDUCATION: THE SECOND YEAR The structure of advanced field education is differentiated by concentration area. The second year placement is designed to introduce students to advanced or specialized practice settings that focus on specific methods (direct practice or management and planning practice), populations (children and families or older adults), and/or fields of practice (community mental health or health) that correspond to concentrations within the School. Consequently, access to a wider range of more complex practice opportunities is typically made available to advanced standing students. In order to be eligible for advanced field education, students must have successfully completed all first year field education requirements, all required foundation courses, and must be in good academic standing. Prior successful completion of or concurrent enrollment in concentration area course requirements may also be necessitated. The Placement Process and the Advanced Field Practicum The second year placement process is complex, involving approximately 100 students and over 350 agencies. Therefore, a clear standard placement process is established to assure fairness and to minimize confusion. In December, eligible agencies wanting to offer a second year placement in the next academic year receive a placement timetable and a request for updated placement information. In late January, a mandatory orientation to the second year placement process is provided by the Director of Field Education. At this time, the information about all available placements is made available through a password-protected, web-based data base accessible to all eligible students which provides contact information, the concentration(s) for which the placement is approved, the identified field faculty member, descriptions of placement MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 41 requirements and opportunities, and a link to the agency’s website. Past student review of field placements are made available. After meeting with their Field Consultant and searching the data, students may meet with other field faculty to refine their choices. Many second year placements are cross-listed for multiple concentrations. In mid-February, students indicate their top four, rank-ordered placement choices and are generally approved to complete two or three interviews from their list. Field faculty inform agency personnel about students who will be coming for interview. The intent of the interview is to permit mutual exploration concerning the fit between the students' interests and learning goals and placement opportunities and demands. Students have about five to six weeks in which to complete their interviews. Students must complete all assigned interviews within the School's interview timetable, without exception. Workshops to help students enhance their resume and/or interviewing skills are provided to interested students. At the time the interview is arranged, students will generally provide a resume. Additional written references are not ordinarily provided. Should the agency need additional material, the student's Field Consultant should be contacted. After the interview, the Field Consultant and the agency will discuss the interview and the student's acceptability. Upon completing all their interviews, students re-rank their placement preference. Placements are confirmed by the field faculty and Director of Field Education using the following principles: 1) as long as the student has been accepted at an agency approved for his or her concentration, he or she will be matched in order of his or her preference; 2) in the instance of multiple students being considered for a limited number of placements, the agency shall communicate their rankordered preference of students, and if unable to do so, students will be randomly selected to ensure fairness. The placement time table, process, and/or available options may be different or restricted for students accepted into specialized programs such as the Title IVE stipend program, the community mental health stipend program, and/or the Pupil Personnel Services Credential (PPSC) program. Students always have the option of withdrawing from these specialized programs but may be subject to consequences such as stipend repayment. Second year field practicum days are generally Wednesdays, Thursdays, and Fridays beginning in the first week of September and continuing until the end of the spring semester. Standard days are eight hours in length and do not include time for lunch or other breaks. In some instances, students may arrange to attend placement on other days and/or at other times as long as they can take all required courses and recommended electives. Additionally, some placements require students to begin before the semester begins or to continue on after the semester ends. In these instances, the relationship between the student and agency is voluntary and not subject to university requirements, policies, or protections although both parties are encouraged to continue to act ethically. Students and their agency Field Instructors work together to finalize the student’s schedule and to develop a learning agreement that specifies the tasks that will be assigned in the placement that are intended to help students develop and demonstrate the identified advanced competencies. The learning agreement provides the basis for periodic evaluations of student work. Field Consultants visit agencies in the Fall to review the learning agreements with students and Field Instructors. Modes of practice can vary widely in these settings depending upon concentration area. They generally involve, however, more in-depth and advanced tasks which can include advanced MSW Program Manual School of Social Welfare University of California, Berkeley 42 I Field Education clinical interviewing and assessment, clinical case management and/or psychotherapy that is specialized, advanced documentation and/or report-writing, and/or significant responsibility for meeting management, program planning, coordination, and evaluation, advocacy, policy analysis, development, and/or other executive functions. Direct practice students are allowed to spend up to four hours per week engaged in management and planning practice, and management and planning students are allowed to spend up to four hours per week engaged in clinical practice. Students in approved concurrent programs may be allowed additional flexibility as it relates to their other degree requirements and career goals. Successful completion of the foundation field practicum is determined by completion of the minimum hours (720) and demonstration of identified competencies. Field-Based Research Berkeley MSW students are required to complete three semesters of coursework in research, culminating in a full-scale research project in their second year. Students are encouraged, but not required, to conduct their research projects in their field agencies, whenever possible. However, time devoted to the research is counted as part of their assignments for their research courses and is generally not considered field education time. Further, agency Field Instructors are not expected to supervise this required research since projects are supervised by students’ research instructors. Field Instructors may, however, assist students in identifying possible projects within the agency, in identifying and accessing agency data, and in successfully navigating agency rules including protocols related to human subject research. There are some exceptional circumstances in which direct practice students may do research as part of their field education practicum. All of the following conditions must be met for this to happen: 1) The project must be directly relevant to the student’s field education learning goals, and be planned and fully approved by the agency Field Instructor and the Field Consultant; 2) The project must be supervised by the Field Instructor or another member of agency staff such as a secondary Field Instructor; 3) The research project must be listed in the student’s learning agreement as a separate activity area; 4) A copy of the project proposal must be provided to the Field Consultant and discussed at site visits; 5) Participation in this research must not preempt other field learning assignments. If these conditions are met, direct practice students may devote a maximum of 20% of their field time (i.e., 4-5 hours in any given week) to their research projects. When research is part of a student’s field assignment, the requirements of the research project are set by the Field Instructor with support of the Field Consultant, as with any other field education task. It is more typically the case that students in the Management and Planning concentration may have research as part of their core field assignment since it may be more central to their assigned field tasks. While the amount of field time spent on a research project by a MAP student may be greater than 20%, the above conditions apply in order for the research to be counted as field practicum time. Whether research is considered part of field practicum or a separate assignment, the School expects that the agency will apply its own research policies and protocols as they are related to MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 43 research done by interns. Research instructors often request that Field Instructors sign student research proposals to insure that the agency is aware of the research plan. Students with questions about field-based research should consult with their Field Consultant, their Field Instructor, and their research instructor. These complex negotiations are a common part of the research process. Field Section Meetings In the advanced year, students are encouraged to take advanced electives both in the School of Social Welfare and in other university departments that inform their approach to field placement duties, tasks, and identified competencies. They are also frequently provided with more extensive on-site learning opportunities and supports including seminars, group supervision, and/or extra individual supervision, training and/or consultation. In recognition of these factors, we do not require participation in a formal second year seminar. We do, however, require students to attend 16 hours of field section meetings facilitated by their Field Consultant and attended by their cohort. These field section meetings typically are comprised of the same members as the first year foundation field seminar, and as such, working group norms and cohesion are already established and can be effectively harnessed to continue professional development. By participating in the second year section meetings, students will: 1. Assume effective learning approaches for more advanced settings, specific populations, and/or complex skills; 2. Increasingly be responsible for the structure, content, and process of the professional consultation group; 3. Identify and discuss ethical dilemmas and advanced clinical and administrative topics so as to provide one another with feedback, support, and challenges; 4. Re-assess their foundation professional competencies, assess their advanced professional competencies, and related growth and development; 5. Prepare to assume of the full role of social work professional and/or to transition from the role of student to employee; and 6. Develop future educational plans and goals so as to commit to continual professional development and acquisition of progressively higher levels of mastery over a wide range of skills. The 16 hours of field section meetings can be configured in any number of ways as meets the needs and availability of the Field Consultant and students but usually involves at least one meeting before placement formally begins and one after it formally ends. Half of the time (8 hours) will occur during scheduled field education days when the student will be excused from placement and will not have to make up the time. The other half (8 hours) will be scheduled at other times during the semester. Meetings sometimes occur on campus, sometimes occur at private residences, and sometimes occur at agency or community sites. MSW Program Manual School of Social Welfare University of California, Berkeley 44 I Field Education Advanced (Second Year) Competencies Advanced MSW students continue to attend to the 12 foundation competencies previously enumerated. Behavioral anchors for the competency scale, however, are adjusted to reflect specific knowledge and skills that are to be demonstrated for the student’s advanced concentration area (Child and Family, Community Mental Health, Gerontology, Health, or Management and Planning). These modified competencies continue to guide task assignment, field instruction, and evaluation in the second year of field education. Each advanced concentration area has articulated specific advanced knowledge, skills, and/or attitudes that are taught and/or measured either in the classroom and/or field placement, as follows: Child and Family Services 1. Assess and intervene with and on behalf of families and children within a culturally appropriate framework; 2. Identify useful tools that can facilitate assessment with children and families; 3. Apply appropriate and effective specialized direct practice skills; 4. Apply basic values and attitudes congruent with the mission of child and family services; 5. Implement case assessments and interventions within a professionally ethical framework; 6. Understand the focus, structure and history of public child welfare and related systems (e.g., schools), and the mechanisms through which resources are distributed and services provided, along with their strengths and limitations; 7. Assess family, individual, and/or organizational functioning in planning interventions and outcomes; 8. Identify and take advantage of opportunities to alter government and agency policy and administrative practices in order to enhance the quality of services; 9. Demonstrate knowledge of both formal and informal community resources available to families and children; and 10. Work effectively within human service agencies and systems of care with collaterals, colleagues, administrators, supervisors, consultants and community members to benefit clients and improve services. Community Mental Health Services 1. Understand and analyze basic mental health legislation. e.g., income maintenance, housing, health and mental health as well as the organization, financing, and delivery of public, private, and hybrid mental health services, e.g., managed care, capitated care; 2. Utilize generalist social work ethics to guide practice in the “in loco parentis” model prevalent in public mental health services, which sometimes requires involuntary services; 3. Critically utilize treatment approaches of validated efficacy with various cohorts of consumers of mental health service; 4. Advocate for programmatic designs utilizing methods with appropriately demonstrated effectiveness; 5. Analyze the characteristics of social and economic justice, discrimination, oppression, deprivation, exploitation, and racism with regard to the role they play in the need of individuals for mental health services MSW Program Manual School of Social Welfare University of California, Berkeley Field Education 6. 7. 8. 9. 10. I 45 Describe ways in which the mental health system may contribute to any or all of the above; Apply the social work ecological perspective to the clinical case management model of mental health practice; Demonstrate collaborative skills for effective interdisciplinary work in multidisciplinary clinical teams, recognizing the unique roles of social workers, consumers, other professionals, families, and informal helpers; Analyze human behavior in the context of varied social environments, with attention to the spectrum of human diversity, for example, race, ethnicity, culture, ability, gender, and sexual orientation, especially as these variables relate to mental health assessment, diagnosis, engagement strategies, and specific treatment modalities; and Understand that the “self” is the basic tool utilized by the mental health social worker and demonstrate openness to challenging personal beliefs, stereotypes, limitations, and privileges. Gerontology Services 1. Identify social policies and programs for older adults, including the mission and structure of the national, state, and local aging service network; 2. Identify strategies for resolving the primary ethical dilemmas encountered in providing services to elderly clients; 3. Establish empathic helping relationships with elderly clients and their families, demonstrating sensitivity to ethnicity, race, gender, sexual orientation, cohort, and related characteristics; 4. Assess the needs and capabilities of families with elderly members, and design appropriate programs, services, and practice interventions; 5. Evaluate one’s own practice within an aging agency setting; 6. Collaborate effectively with other disciplines; 7. Identify organizational factors which promote and/or inhibit the effective delivery of services to older adults and their families; 8. Demonstrate competence in providing aging services that promote client selfdetermination and informed consent; 9. Conduct comprehensive geriatric assessments, assessing physical sensory, and cognitive functioning, as well as psychological, social, cultural, and environmental factors; 10. Intervene effectively with and on behalf of elderly clients and their families; and 11. Plan and evaluate programs and services that are responsive to problems experienced by older adults and their families. Health Services 1. Analyze the public and private health care organization systems and assess the evolution of health care policy and development on patient health and psychosocial outcomes; 2. In conjunction with NASW standards of ethical practice, apply knowledge of the complex bioethical values and issues associated with health care policy and practice; 3. Assess the quality of research relevant to health care social work and identify relevant health care issues for further social welfare research and planning; 4. Understand health care disparities and underserved populations at risk for acute and chronic health problems including the poor, elderly, women, children, people of color, and disabled.; MSW Program Manual School of Social Welfare University of California, Berkeley 46 I Field Education 5. Work effectively within health care service agencies and systems of care with collaterals, colleagues, administrators, supervisors, consultants, and community members to benefit clients and improve services; 6. Apply a multidisciplinary framework for understanding the contemporary health care delivery system and its clients including the interaction of the biological, psychological, social, cultural and spiritual factors; 7. Demonstrate knowledge of health care resources, service lines, and referrals; 8. Apply knowledge and skill for micro practice with families, individuals, and groups in health care with special emphasis on engagement, assessment, treatment, termination, and evaluation; 9. Understand the stigma and discrimination that persons with chronic and disabling conditions can face and advocate on their behalf for inclusion; and 10. Advocate effectively within health care service agencies and systems of care with collaterals, colleagues, administrators, supervisors, consultants, and community members to benefit clients and improve services. Management and Planning 1. Identify and employ different methodologies to conduct assessments of community needs; 2. Plan and conduct effective meetings with clients, staff, policy makers, and community agencies; 3. Assess the dynamics of communities, groups, and organizations; 4. Use client-centered administrative strategies to develop a managerial mindset; 5. Design and utilize management information systems for efficient and effective program operation; 6. Evaluate program performance; 7. Prepare program design proposals and write grants; 8. Demonstrate skills for influencing the formulation and implementation of policies and programs; 9. Assess the multiple roles played by managers; 10. Resolve ethical dilemmas in accordance with the values and standards of the profession; 11. Use budgeting as a management tool; and 12. Work effectively in diverse communities, workplaces, and groups. Because of their importance, these competencies should be continuously reviewed and reflected upon throughout the second year field practicum and in individual, group, and field section meetings. Successful completion of advanced field practicum is determined by completion of the minimum hours (720), attendance at required field section meetings, and demonstration of meeting advanced competencies. Successful completion is a required for MSW degree conferral. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 47 THE LEARNING AGREEMENT, LEARNING OBJECTIVES AND FIELD TASKS While we prepare all students with basic knowledge about the field of social work, about social work values and perspectives, and with basic skills to approach learning and related tasks, we also recognize that in the real world of agency-based practice, chance often creates uncharted opportunities to learn and renders planned tasks unfeasible. Professional social workers need to be able to adapt quickly to changing contexts and demands while upholding the core values, knowledge, and approaches of the profession. Instead of imposing a rigid framework, the field program offers several tools designed to facilitate an organized, yet flexible, field experience for students and to respect the organic nature of the real world classroom. These tools include the Learning Agreement process, a set of minimum competencies defining expected performance outcomes, and a set of field learning task guidelines. The Learning Agreement is a written understanding between the student, the Field Instructor and the Field Consultant about the nature and content of the student's field experience. This written understanding provides a focus for mutual planning in the development of the placement and serves as a reference point for ongoing evaluation of the student’s acquisition of expected competencies. The agreement is also a basis for the resolution of any disagreement that might later arise among the various parties involved. Typically, several general types of assignments are developed each year. These assignments are selected by the Field Instructor in discussion with the student and should take into account the student's interests and readiness, the skills the student needs to acquire as well as the available activities in the agency. Discussions about these assignments should begin as soon as the student starts placement since the normal time line for completion of the Learning Agreement is one month. Please check the Field Education Calendar on the School’s web site for exact dates. Each of the general assignments should be broken down into learning activities which specify how the general assignment is to be carried out. Each of these activities should then be related to one or more of the identified competencies. This is done by indicating in parentheses which competency or competencies will be addressed by particular activities. All of the competencies should be addressed each year, although specific learning activities will differ for first and second year students. Learning activities for first-year students should reflect learning/performance at a beginning and foundation level, whereas second-year activities should approach performance levels appropriate for an entry-level practitioner in a specific area or method of practice. In addition, learning activities for the second year address the advanced competencies for each program concentration. The agency may also require the student to perform additional tasks which are viewed as necessary for competent, ethical service, even if these tasks are not directly related to the competencies outlined. These additional tasks should be discussed with the student and Field Consultant, and explicitly noted on the last page of the Learning Agreement to clarify expectations and prevent potential misunderstandings. The last page of the Learning Agreement also outlines what the agency agrees to provide during the placement. The intention is for the students to be assigned work that explicitly prepares them for MSW level work. Therefore, we ask field agencies to refrain from assigning students overly clerical duties, duties at which they already excel, or duties that are more commensurate with a MSW Program Manual School of Social Welfare University of California, Berkeley 48 I Field Education paraprofessional. Similarly, we also request field agencies to refrain from assigning those duties that are well beyond their expected skill or competency level. Thoughtfully assigning duties located somewhere in this educational middle space is essential. Note: we understand that most MSWs do a portion of clerical work but we respectfully request that students not be given clerical tasks beyond those related to projects or clients they are actively working on so as to protect their educational time and advance their competencies. Each student and Field Instructor are also asked to identify at least two assignments upon which feedback will be given based upon direct observation, audiovisual observation, or transcription/process recording review of the student’s work. For direct practice students, this may involve the Field Instructor observing the student conducting an intake, a counseling or case management session, or group; for a macro practice student, this may involve the Field Instructor observing the student running a task force or giving a public presentation or making a donation request. In addition to the process outlined above, each of the three parties involved in the placement -student, Field Instructor, and Field Consultant -- have additional responsibilities. The Field Instructor has lead responsibility for overseeing the development of the Learning Agreement. This means providing guidance throughout the process including initiating discussion about the agreement, selecting appropriate assignments with the student's input, and making sure that the document is completed in a timely manner. The student is responsible for producing the document including preparation of drafts for discussion and turning in a final draft of the document to the School on time. The Field Consultant is responsible for meeting with the student and Field Instructor to review the agreement and approve it when it is finalized. Learning agreement forms can be downloaded from the School’s website. Please note that there are several learning agreement forms depending on whether the student is a first or second year student and for second year students by concentration area. ATTENDANCE POLICIES AND TIME REQUIREMENTS General Service Time Expectations Unless otherwise arranged, first year MSW students are expected to be at internship for two, eight-hour business days, not including lunch or other break periods, on Wednesday and Thursday. Placement on other days and times is usually not possible due to foundation academic requirements. First year placements usually begin the third week of September and end the last week of April. Students must complete no less than 50 days or 400 hours. Unless otherwise arranged, second year MSW students are expected to be at internship for three eight-hour business days , not including lunch or other break periods, typically on Wednesday, Thursday, and Friday. Because second year students are eligible for a variety of electives, they may be able to alter their field schedule as long as this is advantageous to their field placement and as long as they are able to complete academic requirements and recommended or preferred electives. Since academic schedules vary by semester, a modified field schedule may not be possible for both semesters. Second year placements usually begin the first week of September and end the last week of April. Second year students are excused from placement for the equivalent of one eight-hour day to attend mandatory field section meetings with their Field Consultant and do not need to make up this time. Students must communicate this in advance to their Field Instructor and make appropriate coverage arrangements. Second year MSW students must complete no less than 90 days or 720 hours. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 49 Allowable Absences, Notification Policy, and Coverage Arrangements Students are allowed three (3) absences due to illness or personal emergency per academic year that do not need to be made-up. We also ask that flexible scheduling be permitted during the last few weeks of each semester (for final examinations and assignments) and during interview periods for the second year placement process (occurring for first year students, mostly in March). As mentioned above, second year students are also excused for the equivalent of one eight-hour day to attend mandatory field section meetings with their Field Consultant and do not need to make up this time. If a student must be absent from placement due to illness or some other emergency reason, the student must call the agency to make sure that his/her duties are covered before his or her scheduled shift begins. Email communication or communication after the beginning of the shift is not considered sufficient. Compelling reasons do not include social conflicts, the student’s failure to plan to complete one’s routine academic work appropriately, or other work or personal obligations that are not related to illness or emergency. Students who observe religious holidays or practices that conflict with their field placement schedule are encouraged to identify those dates and/or times at the beginning of placement and to discuss proactively with their Field Instructor and Field Consultant. Student commitment to field education generally supersedes other obligations they may hold including graduate student researcher or instructor positions, fellowship programs, and employment. Students with approved disability accommodations, enrolled in concurrent or dual degree programs, with significant parenting or caregiving responsibilities, or unusual personal circumstances may, however, request and be formally approved for schedule modifications. During designated break periods (usually three weeks from mid-December to early January and a week in late March), students are expected to arrange for continuity of coverage for their cases and administrative projects. They are not, however, generally expected to be present or to respond to clients or collaborators. Students are also not responsible for clients or administrative projects at days and times when they are not scheduled to be in field placement. Appropriate coverage must be provided or arranged by the Field Instructor or another identified agency staff member. Time Commitments, Record Keeping, and Related Communication Students and Field Instructors are expected to keep accurate time records of the student’s service time as well as of field instruction time and to report them honestly to the Field Consultant on evaluation forms and during site visits. Students are expected to attend placement regularly, and field instructors are expected to provide them with no less than one hour dedicated instruction time per week in addition to appropriate administrative time. The Field Instructor should immediately discuss any significant problems with regard to attendance or punctuality with the student directly and notify the student's Field Consultant. Regular attendance and punctuality are considered prerequisites for eligibility for field education, and consequently, a pattern of excessive absence or lateness will affect eligibility for field education and/or ability to complete the field placement. MSW Program Manual School of Social Welfare University of California, Berkeley 50 I Field Education If the Field Consultant has reason to believe that field instruction is not occurring regularly, meeting the minimum requirements of one hour per week, this will be addressed directly and privately with the Field Instructor. Because of the centrality of the educational supervision time, we insist that Field Instructors keep their agreed-upon time commitments to students even though we know you are exceptionally busy. Even if students experience very unexpected health or life events, we cannot exempt them from the total time requirements needed in field education to be eligible for degree conferral. We will, however, work with them to identify a range of possible strategies to enable degree completion in light of their personal circumstance. Modified Beginning and End Dates for Placement Agencies may request that students be available prior to the beginning of or after the ending of the academic year when this is necessary for purposes of effective orientation completion of field related clinical and administrative assignments. This additional requirement should be made clear to the Field Consultant and student in advance of the placement interview. The school and university only provide educational services and related benefits and assurances for the academic semesters and or year that govern the placement; relationships before and after these periods are entered into voluntarily by student and agency and are not subject to university evaluation, protection, or benefits. EVALUATION, GRADING, AND ACADEMIC STANDING IN FIELD EDUCATION Although evaluation of progress in field education should be ongoing, formal evaluation occurs twice each year at semester’s end in a (1) First Semester Progress Review, and (2) Final Evaluation. In addition, site visits and consultations during which field faculty members discuss progress with the student and/or the field instructor also serve an evaluation function. All evaluation forms can be downloaded from or accessed through the school’s website. The evaluations are designed to facilitate a discussion between the student, the Field Instructor, and the Field Consultant on the student’s progress toward identified competencies. The Learning Agreement and target competencies both guide the evaluation of student performance. Many Field Instructors find it valuable to ask students to review these documents and prepare a self-evaluation to discuss. Interactive discussion between the Field Instructor and student should always precede the Field Instructor completing the written evaluation. Normally, we recommend the Field Instructor consider the student’s self-evaluation, refer back to the learning agreement and identified competencies, consider his/her direct observations of the student, consider other relevant sources of evaluative input, and then finalize his/her written comments for the student. It is also recommended that this evaluation be discussed at a face-to-face meeting. The student may opt to write responsive comments, and the final document should be submitted to the Field Consultant in a timely manner. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 51 First Semester Progress Review Near the end of the first semester, the Field Instructor collaborates with the student to submit a First Semester Progress Review that is due on or around December 9th. Although the current form is under revision, it will emphasize the student’s progress toward becoming oriented to the agency setting and practice assignments, initially engaging with assigned clients and/or administrative projects, initiating assessments and intervention plans of and/or with clients and/or administrative projects, and demonstrating acceptable written and verbal communication, ethical and professional conduct, and commitment to professional growth and development. It will also ask the Field Instructor and student to give preliminary competency ratings in these areas on a 5-point, behaviorally anchored scale. An example is provided below: Professional Growth and Development: Initiates and takes responsibility for learning. Invites, considers, and integrates feedback from instructors. Demonstrates commitment to continual professional development and life-long learning. Approaches learning in an overly passive manner; over-relies on instructor to provide direction; or already sees self as expert and does not believe he or she needs to improve; appears personally wounded by feedback; responds to feedback defensively; unable to improve or correct performance; strives only to meet the minimum standards. 1 Not Competent Generally seeks to improve; willing to review work with instructors and to receive corrective feedback; utilizes constructive criticism in most situations; prepares for supervision most of the time; seeks out additional learning challenges and opportunities. 2 3 Proficient Challenges self with diverse assignments; prepares thoughtful questions for supervision; links theory and practice whenever possible; consistently integrates feedback so as to improve performance; proactively seeks out additional professional training, mentorship, and/or other educational resources. 4 5 Highly Advanced The Field Instructor will be asked to describe the student’s observable strengths and improvements and to identify what behaviors would need to appear for the student to reach the next level of advancement for each area assessed. The First Year Progress Review will also ask the Field Instructor and student to reflect together on their instructional relationship and how to improve it. Finally, the First Semester Progress Review will also outline the activities and competencies that will be addressed, observed, and evaluated in the next semester so that a complete final evaluation may be submitted. Finally, the Field Instructor will enter in an overall grade recommendation of “Satisfactory” or “Unsatisfactory.” After receiving the final version of The First Semester Progress Review, students have the option of submitting a response in writing to be considered by their Field Instructor and Field Consultant. MSW Program Manual School of Social Welfare University of California, Berkeley 52 I Field Education Final Field Evaluation Toward the end of the first semester, the Field Instructor collaborates with the student to submit a Final Evaluation that is due on or around April 7th. The Final Evaluation is designed to assess the student’s progress on all 12 specified practice competencies (foundation competencies for first year students; foundation competencies and advanced, elaborated concentration area competencies for second year students). The Final Field Evaluation will require both the student and Field Instructor to assess all competency-related areas using a 5point, anchored scale. An example is provided below: Intervention Planning: Developing clinical and/or administrative project goals that include input from clients, multiple stakeholders, and/or information sources. Identify specific, measurable, and achievable goals and integrates the best available evidence and/or knowledge. Does not create goals; creates goals that do not match input from clients, stakeholders, and/or other sources; does not understand and/or is uninterested in using intervention approaches supported by available evidence; fails to document goals. 1 Not Competent Identifies goals that somewhat match input from clients, stakeholders, and/or other sources; goals are mostly relevant, specific, measurable, and achievable; considers some available evidence to guide approach; consistently documents goals. 2 3 Proficient Consistently establishes specific, measurable, and achievable goals that are highly relevant to clients, stakeholders, and/or other sources; critically appraises the best available evidence from research and/or practice wisdom; consistently documents goal in a clear, accessible format. 4 5 Highly Advanced The Field Instructor will be asked to describe the student’s observable strengths and improvements and to identify what behaviors would need to appear for the student to reach the next level of advancement for each area assessed. Finally, the Field Instructor will enter in an overall grade recommendation of “Satisfactory” or “Unsatisfactory.” After receiving the final version of Final Evaluation, students have the option of submitting a response in writing to be considered by their Field Instructor and Field Consultant. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 53 Grade Recommendations for Field Practicum Grading for SW 401 The Field Practicum is on a Satisfactory/Unsatisfactory basis. This does not affect use of the Pass/Fail grading option for academic classes. Field Instructors are asked to recommend grades for their students on the First Semester Progress Review and on Final Evaluations. The options for their grade recommendations are as follows: Satisfactory: This recommendation indicates that the student’s learning and performance are proceeding at an appropriate rate and the student is demonstrating proficiency of all required competencies with a satisfactory level of skill and has earned an average score of no less than a 3.0 from his or her Field Instructor. Some competencies, however, may not be assessable at the end of the first semester because the associated tasks have not yet been performed or observed. Unsatisfactory: This recommendation indicates that the student’s learning and/or performance is not proceeding at an appropriate rate and is either highly deficient (denoted by a score of 1.0) in one or more areas of competence and/or their average score is less than a 3.0. If this is the case, the Field Instructor must write a narrative which describes the problem(s) as well as what the student would need to do to bring his/her performance up to proficiency standards. If a student is seriously deficient in one or more of the competencies or is consistently performing below proficiency, the Field Instructor should ordinarily recommend a grade of Unsatisfactory. This grade recommendation and all accompanying comments are reviewed by the assigned Field Consultant. If the Field Consultant concurs, the Field Consultant then enters the recommended grade into the university record. If the Field Consultant does not concur, a consultation process is initiated usually involving the Director of Field Education, the Field Instructor, other Agency Personnel such as the Training Coordinator or Program Manager, the student, and/or other School of University faculty or staff. After gathering a variety of perspectives and available sources of information, final responsibility for determining the grade for SW 401 The Field Practicum rests with the assigned Field Consultant who is named as the Instructor of Record. Normally, a written justification is provided to the student and/or Field Instructor if a grade recommendation is not upheld. Although grades are given after the first semester, students must receive Satisfactory in the First Semester Progress Review and the Final Evaluation in order to receive credit for having completed the entire field placement successfully. Unsatisfactory Grades in Field If the student and Field Instructor are effectively engaged, a student will be aware of deficiencies in his/her performance well before formal evaluation times. As soon as the Field Instructor identifies unacceptable or marginal performance, the Field Consultant should be contacted. A conference with the Field Instructor and the student will be arranged to discuss the reason for the unsatisfactory performance and potential corrective actions. Several outcomes are possible: 1. The student may continue in the placement if this is acceptable to the student, the Field Instructor, and the Field Consultant. Identified deficits in the student’s performance will be documented in a corrective action plan that outlines behavioral expectation and is added as an addendum to the student’s Learning Agreement; MSW Program Manual School of Social Welfare University of California, Berkeley 54 I Field Education 2. The student’s placement may be terminated and the student may be placed in a new setting. The new placement may not begin until the following semester depending upon the timing of the termination and the circumstances; 3. The student may be allowed to request an incomplete, withdraw from the course, or withdraw from the MSW program if illness or conditions outside of the student’s control are a significant factor in the student’s performance. 4. If the student’s evaluation reflects unsuitability for the degree and or profession and/or an inability to deliver social services in a safe, competent and ethical manner, the Director of Field Education may request that the student be placed on academic probation and if unable to resolve the concerns by the following term, may be subject to dismissal; 5. If the student’s evaluation indicates there is a level of unprofessional conduct where others may be inadvertently or intentionally harmed, the Director of Field Education may request immediate dismissal; 6. When an unsatisfactory grade is assigned by the Field Consultant for either the Fall and/or the Spring semester, the student will receive no credit for the field practicum undertaken, and another full placement must be successfully completed for the student to be eligible for MSW degree conferral. Incomplete Grades in Field A grade of Incomplete may only be entered if the following conditions are met: 1. The student is in “good standing,” i.e., has been satisfactorily performing assigned field tasks. 2. The student experiences events beyond her/his control which prevent completion of required field practicum by the date grades are due, i.e., illness, accident, family emergencies, and unavoidable late start to placement. 3. The student has completed the majority of the total required field days for the semester and/or appears able to complete the remaining days in the immediately foreseeable future. The student has the responsibility to petition for the Incomplete from her/his Field Consultant using the approved form. Break times and other non-field education days during the regular school calendar may be used to satisfy requirements to remove the Incomplete. Extension of field practicum beyond the end of the spring semester may necessitate that the student enroll in summer session and pay additional summer fees. The following procedures should be followed when the student requests an Incomplete: 1. The Field Consultant will obtain confirmation from the Field Instructor that the student is in good standing. If the Field Instructor cannot provide a detailed evaluation because the student was not in the field long enough to assess her/his work, the Field Consultant will complete the written summary and make the relevant determination ; and 2. The Field Consultant summarizes the circumstances and requirements for resolution of the Incomplete in the Petition for Incomplete Form that is signed by the student and the Field Consultant and provided to the graduate advisor. MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 55 Students with an incomplete grade in foundation field practicum may not begin their advanced practicum until they have successfully completed their foundation practicum. Students who do not petition for and/or are not eligible for an Incomplete and who do not meet the conditions of a satisfactory grade recommendation will be at risk for receiving an unsatisfactory grade. Letters of Warning, Academic Probation, and Dismissal Should a student withdraw from or receive an Unsatisfactory grade for either SW 400 The First Year Field Preparation and Integration Seminar and/or SW 401 The Field Practicum, he or she may also be subject to academic probation on the basis of failure to make expected academic progress. Following an Unsatisfactory grade, students need to be reassessed for admissibility to field education. In general, we also require a period of time lasting from two to four weeks for the student to reflect on what they learned from the experience before we will consider initiating additional placement interviews. If the student’s inadmissibility persists for more than one semester on probation, she or he may be subject to dismissal from the MSW program. The Relationship Between Field and Academic Standing Failure to remain in good academic standing may compromise the right to continue in a field practicum even if the student is progressing normally there. Should a student’s grade point average fall below a 3.0, should a student fail a required foundation or concentration-based course, or should a student receive two or more Incomplete (I) grades in any one semester, field placement may either be not initiated or suspended until all academic concerns are resolved. If a student is suspended from placement, we cannot guarantee that he or she will be able to return to that same placement. Students must be in good academic standing to advance to second year field practicum. Similarly, students must be in good field standing to advance to second year academic courses. Failure to progress normatively in either the field education or academic portion of the MSW program may lead to disciplinary action and/or probation and dismissal. Appeals During the sensitive nature of reviewing student performance, students, field faculty, staff, and administration frequently confer and collaborate with graduate division policies and officials, other campus departments and supports, and the relevant codes of conduct. Students who disagree with the school’s determination have the right to file an appeal as specified in this MSW Handbook and by Graduate Council policy. INTERPERSONAL CONFLICTS, CONCERNS, AND RELATED PROBLEMSOLVING Problem-Solving in Field Placements On occasion, issues arise in field placements that create learning problems for the student and/or teaching problems for the Field Instructor. These may be due to incompatibility of teaching and learning styles, personality conflict, communication breakdown, incompatible expectations, or difficult transference/counter transference issues among other factors. Experience has shown that the sooner issues are identified and addressed, the more likely it is that the placement will continue successfully. Conversely, if problems are ignored or discussion of them is delayed, the problems are further exacerbated and the probability of successful resolution is decreased. MSW Program Manual School of Social Welfare University of California, Berkeley 56 I Field Education In many cases, students and Field Instructors are able to discuss and resolve these issues as part of the educational supervisory process. However, if problems interfere with the progress of the student/Field Instructor relationship and/or the student’s performance, it is essential that the Field Consultant be contacted immediately. The Field Consultant has the overall responsibility for facilitating the successful completion of the placement for both the Field Instructor and the student, and can provide assistance with clarifying and addressing the issues. This may include site visits and/or individual conferences with the student and/or Field Instructor. Resolution of difficult issues may require that a corrective plan of action be developed. The Field Consultant should be involved in developing this plan, and it should be signed by student and Field Instructor, attached to the learning agreement, and specifically commented on in the next written evaluation. Immediate attention to problems is essential in order to prevent the early termination of the field placement whenever possible. Early placement termination can have many negative consequences for students including disruption of the learning process and their ability to complete course assignments that are often based on field experiences. This may result in students receiving an Incomplete grade and may also require them to make up the days during the summer, which could pose a hardship both in commitment of time and additional tuition costs. Many students who have had difficulties in their field placement later report that they learned important professional lessons that strengthened their ethics, character, and integrity. Field Instructors also report this. In social work employment environments, conflicts are expected, and the ability to resolve and/or cope with them maturely is required. Early Termination of Field Placement Although every effort is made to ensure a successful field education experience, early termination of a field placement is sometimes necessary due to compelling circumstances. These may include an irresolvable conflict between the student and the agency Field Instructor, the unsatisfactory performance by the student, the loss of a qualified Field Instructor, closure or reorganization of the agency, and/or the student's withdrawal from field education for personal or medical reasons. Termination of the placement should be considered as the option of last resort and only after every attempt has been made to complete the placement. A request to terminate the placement early may be made at any time by the student, the Field Instructor, or the Field Consultant. The decision to terminate a placement should involve the student, the Field Instructor, the Field Consultant, and the Director of Field Education. Generally, this decision is made after a joint conference among the student, Field Instructor, and Field Consultant involving consultation with the Director of Field Education. In some situations, students who are reluctant to continue in their field placement may be instructed to give the opportunity more time. Students who refuse to make consistent, good faith efforts to resolve professional concerns or conflicts may be subject to academic consequences. Students are expected to maintain their composure and professionalism even if they have strong feelings about their situation. If a decision is made to terminate a placement before its intended ending, the following steps should be completed: MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 57 1. The Field Consultant requests and reviews a written evaluation from the Field Instructor of the student's performance up to that point, shares that evaluation with the student, and allows at least one week’s time for the student to respond in writing, if desired. 2. If the student’s performance is deemed deficient or problematic by the Field Instructor, the Field Consultant will initiate a consultation process usually involving the Director of Field Education, the Field Instructor, other Agency Personnel such as the Training Coordinator or Program Manager, the student, and/or other School of University faculty or staff. After gathering a variety of perspectives and available sources of information, final responsibility for determining the grade rests with the assigned Field Consultant. 3. The Field Consultant communicates in writing to the student his or her grade, the related rationale, and how much credit, if any, they shall receive for days served and what requirements remain to complete their field education experience. If the Field Instructor's recommendation of an unsatisfactory grade is deemed valid by the Field Consultant, the student will receive an "Unsatisfactory" for that grading period, and no additional placement may be provided in that semester. An unsatisfactory grade in either field placement is likely to be grounds for the student being placed on academic probation and facing dismissal if the concerns are not resolved by the following semester. This would especially be the case if a student had performed in a manner inconsistent with the NASW Code of Ethics or the Berkeley Student Code of Conduct or in a manner that caused or could have caused harm to a client, colleague, to the agency or School. Students who receive an unsatisfactory grade do not receive partial credit for their experience. If and when students who receive an unsatisfactory grade are permitted to repeat field requirements, they will be assigned to a well-established placement with an experienced Field Instructor by their Field Consultant. In addition, an addendum may be made to the learning agreement that addresses areas that were problematic in the original placement, they may be more closely monitored, and they may be assigned an independent study or other remedy. Calculation of Make-Up Days Following Early Placement Termination Although a substantial number of days may have been successfully completed before a placement is terminated, a minimum of forty (40) days of field placement is required for even partial credit to be given, irrespective of the circumstance. This 40-day period ensures sufficient time for the student to become oriented and to acquire and demonstrate a sufficient range of competencies. The student’s Field Consultant will assess the number of days of credit for which a student may apply toward their next placement. In evaluating the number of days of credit to be authorized, the following factors will be taken into consideration: 1. Student must have performed satisfactorily in the placement on any day for which credit is given. 2. Credit is generally not given for orientation activities that are agency specific. Credit may be given, however, for orientation activities that are likely to be generalizable to the next field placement. 3. Circumstances that led to the termination of placement are considered. MSW Program Manual School of Social Welfare University of California, Berkeley 58 I Field Education The Field Consultant will communicate in writing to the student the number of days for which they have received credit when a placement is prematurely terminated. Conflicts with Peers On occasions, students may also experience severe conflicts with peers who are also placed at the same placement and/or are enrolled in the same field seminar. When this is the case, the affected students should make every effort to address the conflicts directly, to demonstrate listening, to express perspectives in a non-blaming manner, and to see if differences can be understood, accepted, and/or resolved. In most cases, students will not be allowed to transfer to another field seminar section or change placements due to interpersonal conflicts. If good faith informal attempts at resolution have not been successful, the affected students may involve their assigned Field Consultant. The Field Consultant will help to assess the situation, provide mediation, if appropriate, and provide guidance and recommendations to the affected students. Students are expected to form and maintain working and professional relationships with one another as colleagues. Conflicts with Field Consultant On occasions, students may also experience severe conflicts with their assigned Field Consultant. When this is the case, the affected students and/or Field Consultant should make every effort to address the conflicts directly, to demonstrate listening, to express perspectives in a non-blaming manner, and to see if differences can be understood, accepted, and/or resolved. Generally, students are expected to be able to form and maintain a working and professional relationship with their assigned Field Consultant. If good faith informal attempts at resolution have not been successful, the affected students and/or Field Consultant may involve the Director of Field Education. Emotionally Distressed Students in Field Placement On occasion, a student may manifest signs of distress while in field practicum due to personal, health, and/or mental health problems either they or their family is experiencing. Any indication that a student may have difficulty in safely and effectively practicing social work in a field setting must be directly addressed and further assessed. These issues may be detected by agency personnel and /or by field faculty, by other students or colleagues, or by the student him- or herself. Our objective in addressing such situations is to preserve student choices and confidentiality to the greatest extent possible, to offer the student referral to help, to make accommodations in the field where appropriate and possible, and also to assure that agency clients and services are not adversely affected by student distress. If the student indicates that the noted behavioral issues arise from an underlying disability, the Field Consultant will refer the student to the Disabled Students’ Program (DSP) for evaluation. DSP may, in turn, request specific accommodations for the student’s disability. The consultant may also refer the student for assistance to Counseling and Psychological Services (CPS) at the Tang Center (University Health Services). The field consultant will make clear that use of DSP and CPS services are voluntary. Under certain circumstances where there is concern about the student’s safety or health, the Field Consultant may involve other campus resources such as the Students of Concern Committee. Depending upon the student’s circumstance and the degree to which she or he appears able to meet the eligibility requirements for field placement described in an earlier section, arrangements may be made such as taking a temporary leave from field placement, requesting MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 59 a reduction of hours or restriction of duties temporarily, continuing on with more applied supports, and/or other arrangements that balance protecting the student’s health, his/her education, and his/her duties to the clients and agency. Students experiencing prolonged distress for any reason may remain ineligible for field placement and may be encouraged to consider withdrawing from the program and reapplying at a later time. The student’s personal and family health must be his or her priority and practicing social work when this is not the case can lead to adverse client or agency outcomes. POLICIES RELATED TO SAFETY AND PRIVACY Criminal Backgrounds, Health Screenings, and Related Disclosures The School of Social Welfare provides all MSW students with professional liability insurance which protects them legally if an act and/or omission occurs at field placement that inadvertently leads to harm. The School requires that students comply with professional liability insurance requirements. Therefore, students are required to disclose any criminal convictions or other background circumstances that might compromise their ability to be insured, accepted for placement, or eventually employed and/or licensed as a social worker. Disclosure does not automatically disqualify the student from field placement. If, however, an appropriate field placement cannot be arranged for a student because of the recent nature and/or severity criminal history, the student may not be able to continue in the program. Failure to disclose relevant circumstances at the time of admission or subsequently can lead to students being dismissed. In the instance that the student does have a criminal history, however remote, we do require that disclosure occur to the field placement site. Typically, we ask the student disclose at the time of their placement interview, and we confirm that the disclosure has happened before finalizing the placement. In addition to disclosure, many agencies are also legally mandated to perform their own or recent criminal background checks and fingerprinting on prospective employees and interns. Students are responsible for obtaining any required checks and for all associated costs. Some field placement sites require additional health screening. Tuberculosis screening and proof of immunization for measles, mumps, rubella, varicella, tetanus, diphtheria, pertussis, hepatitis, and/or influenza are also common requirements. Some placements also require a general physical examination and/or respiratory capacity screening, and some placements require a urine toxicology screen. As most placement sites expect students to pass health screens at their own expense, we suggest that students take advantage of any current health coverage prior to admission, or utilize University Health Services (Tang Center). Agencies should notify Field Consultants of any changes to requirements and Field Consultants should advise interested students of known clearance requirements that may be extensive. If a student does not wish to submit to legal or health screening for whatever reason, he or she may request other placement options, and if they exist, they will be provided. Confidentiality of Client Information and Agency Data NASW Code of Ethics requirements regarding confidentiality of client information extend to the use of confidential information from field placement in classes, seminars, and in student assignments. Students may not divulge client, collateral, or collegial information. Therefore, MSW Program Manual School of Social Welfare University of California, Berkeley 60 I Field Education students are required to disguise all names, demographic information and any case details that might identify a client or co-worker. Client files and records should never be removed from the agency. Students should only review records of clients they are actively engaged with or are assigned to review for learning purposes. Students should not use agency data, even if de-identified, for classroom assignments or public consumption without the explicit permission of the agency. Use of Social Media and Technology While at field practicum, students must refrain from checking their personal phones and devices for emails, phone calls, and text messages that are personal in nature and from conducting personal internet browsing from agency computers. Use of social media including text messaging, tweets, and Facebook-type postings should never reference information or events related to field placement. Work-related electronic documents that may be confidential in nature should not be downloaded or saved onto personal or home laptops, computers, or devices. Other precautions should be taken to protect the boundaries between personal and professional and to protect the safety and privacy of the client and agency. Agency Safety Policies In addition to providing a field preparation workshop to all first year MSW students on safety, we also ask field agencies to communicate policies and procedures related to safety during the orientation period. These generally include information about: Building and office security; Emergency procedures, including when and how to summon security or police assistance and in the event of natural disaster, evacuation routes and procedures; Staff responsibilities and procedures governing the management of violent clients or other individuals; Safety on home community visits, including when, where, and under what conditions visits should or should not be made, when the student should be accompanied, and how back-up is provided; and Procedures for ensuring that the Field Instructor and/or other staff know (or can easily ascertain) the student location during field practicum hours. Home Visits Thorough preparation should be made for student home community visits with consideration given to the following elements: Selection of clients and home environments that are not presumed to be dangerous to the student; Provision of a safe means of transportation, whether by agency vehicle, the student's car, or public transportation where such can be judged normally safe; Discussion of the neighborhood including any potentially dangerous areas; Discussion of appropriate risk-reducing behaviors in the neighborhood and in the client's home; Clarification of the purpose and development of a specific plan for the visit; Discussion of what to do should the client or anyone else present a threat to the student; MSW Program Manual School of Social Welfare University of California, Berkeley Field Education I 61 Opportunity for the student to observe home visits before conducting them and/or to be partnered with another member of the agency; and Provision of appropriate support and backup. Depending on the situation and the student’s experience with home visits, this may range from accompaniment by another worker or security person, to immediate availability of telephone consultation. At minimum, the student’s Field Instructor should know when and where a visit is to take place, and arrange for telephone consultation. Prohibited Student Activities Students in field education placements may not be assigned the following activities: Physical restraint of clients; Transportation of a client in the student's private car; Transportation of a client with a recent history of violent behavior; Treatment of a client with a history of violence toward staff; Work in the agency at times when and/or in areas where other staff, are not present; Distribution or handling of medications; Clinical responsibility for a client at high risk for suicide without reviewing if the student possesses the requisite time, skills, knowledge, and supports to manage the client Clinical responsibility for other high risk clients without review; and Other activities that go beyond the scope of social work practice or the capacity of an MSW intern or may place the intern or client at risk for harm Students are asked to disclose to their Field Consultant immediately if they have any concerns about their safety so that these can be reviewed and addressed prospectively. Debriefing Critical Incidents It is not unusual for students in field placement to directly witness, hear about, or be party to a critical incident including a patient death, an incident of violence, involuntary hospitalization, the arrest of a client, or other incidents that could be considered traumatic or highly distressing. Reactions to these incidents can vary widely. We encourage all Field Instructors to proactively inquire about student reactions to adverse events in the placement agency. We further encourage students to debrief incidents with their assigned Field Consultant. If a student would like to debrief an incident in field seminar, the Field Consultant should be consulted in advance to determine how to help the group receive the information and offer support. Required Reporting to the School of Social Welfare Students and agencies are required to immediately report any concerns or incidents related to student safety to the appropriate Field Consultant. If the Field Consultant is not available, the report should be made to the Director of Field Education via the Field Assistant at 510-642-1306. EXCEPTIONS TO POLICY There are sometimes situations and circumstances for which existing policy does not offer explicit or useful guidance. In these situations, all relevant policies will be reviewed, prior precedents will be considered, and consultation will often occur among field faculty and staff regarding relevant codes of conduct, so as to arrive at and communicate a principled decision. MSW Program Manual School of Social Welfare University of California, Berkeley 62 I Field Education MSW Program Manual School of Social Welfare University of California, Berkeley Academic Policies and Procedures All students are responsible for knowing and following School and University academic policies and procedures, and for meeting the requirements for their degree in a timely manner. The information in this section will help you navigate the rules and processes that govern the MSW program and graduate study at Berkeley. ACADEMIC STANDING Per Berkeley Graduate Division policy, in order to be classified as being in good academic standing a student MUST: • maintain a cumulative grade-point average of at least 3.0. Students whose grade-point average is below 3.0 at the end of any semester will receive a letter from the Graduate Division informing them that they have been placed on probation and are subject to dismissal if their GPA remains below the minimum 3.0 requirement by the end of the following semester. • have no more than two Incomplete [I] grades on their academic record. Students are also not allowed to hold a GSI or GSR appointment if they have accumulated more than two Incompletes. • have not received warning letters from the department or been placed on formal probation for academic or, in certain professional programs, clinical deficiencies. If a student’s performance is determined to be below standard, the School may 1) send the student a warning letter, with a copy to the Graduate Division, apprising the student of his or her insufficient academic progress; or 2) write to the Graduate Division requesting to place the student on formal probation, with the consequence that the student is ineligible to receive a fellowship or hold an academic appointment. Placement of a student on formal probation is required before the student can be dismissed from the program. Only the Dean of the Graduate Division has the authority to place a student on probation, to remove probationary status, and, if necessary, to dismiss a student from graduate standing. If the Head Graduate Advisor believes that it is unlikely that a student on probation can improve his or her record or that the student is unable to meet requirements for the degree, the Head Graduate Adviser may recommend dismissal to the Dean of the Graduate Division. Normally, departments can recommend dismissal only after a students has been informed in writing of their deficiencies and given adequate time to correct them and to meet acceptable criteria. 64 I Academic Policies and Procedures ADVISING A variety of advising resources are available to help guide students in the School of Social Welfare through their MSW program and into the world of professional social work. The primary components of the MSW advising system are Procedural and Administrative Advising, Concentration Group Advising, and Individual Academic Advising. Procedural and Administrative Advising The Graduate Advisor for Admissions, Academic Advancement, and Student Funding and additional professional staff in the student services office provide day-to-day procedural and administrative advising. The Graduate Advisor is available to answer questions and assist all MSW students in dealing with the administrative complexities of the graduate program—Tele-BEARS course enrollment; degree requirements and progress; petitions; and School, Graduate Division, and University policies in general. Concentration Group Advising Teaching and field faculty in each program concentration area compose Concentration Advising Groups, whose primary role is academic advising. Through group meetings and special events, it is the responsibility of these groups to guide MSW students through the four semesters of the degree program by: Interpreting the academic and field work requirements of the concentration, the School, and the University. Assisting students in selecting appropriate elective courses. Advising on procedures for program changes, course exemptions, and special programs. Sponsoring and publicizing special events and activities related to academic, career, and professional development. Facilitating faculty-student communications on curriculum and professional issues. Concentration Advising Groups meet periodically throughout the academic year. They convene during Orientation Week each August and generally meet during mid-semester in the Fall and Spring prior to the Tele-BEARS course enrollment period. Individual Academic Advising Individual faculty members in each Concentration Group are assigned to students to provide personal one-on-one advising on academic, professional, and career issues and to provide information, as necessary, to address special academic needs or problems. Faculty are available to meet with their advisees to explore issues affecting progress in the MSW program, the requirements of the School and the Graduate Division, or individual concentration area issues. The School, as an institution concerned with professional and academic education in the field of social welfare, focuses its advising on matters relating to educational issues and professional development. The School does not provide personal counseling or social services to students. When students fail to make adequate progress toward the completion of their MSW program, their individual academic advisors will help to assess the situation, make recommendations, and supply requisite information to the Dean’s Office or the University. The Graduate Advisor, Graduate Student Affairs Officer, and the Academic MSW Program Manual School of Social Welfare University of California, Berkeley Academic Policies and Procedures I 65 Coordinator are also available to discuss individual student concerns needing special attention. Responsibilities of the MSW Academic Advisor It is the MSW Academic Advisor’s responsibility, in conjunction with the Graduate Programs Advisor, to help students select a program of study that meets the minimum requirements for the MSW degree while optimizing their academic and professional goals. Advising is a major responsibility of faculty members. Advisors are expected to meet with new MSW students during orientation week and should be actively available at other appropriate times throughout the student’s course of study. Faculty members should post extra office hours for midsemester Tele-BEARS advising each Fall and Spring. Additional advisor responsibilities beyond Concentration Group advising include: • • • Advising students, as necessary, on withdrawals and readmissions. Referring students to appropriate campus resources for assistance with non-academic issues. Providing information requested by the Dean, Coordinator of Academic Programs, or Field Consultants, about students’ progress toward their degree. Field Consultants are responsible for providing information and consultation concerning field work and field placements. Advising Resources Career counseling is available from Emerald Templeton, Career and Professional Development Services Advisor, in 120 Haviland Hall. The UC Berkeley Career Center (2111 Bancroft Way; 642-1716) also offers workshops specifically for graduate students: https://career.berkeley.edu/. Financial aid questions should first be directed to the Graduate Advisor, Joshua Dullaghan in 120 Haviland Hall. The UC Berkeley Financial Aid and Fellowships Office also provides important information for graduate students about student loans and federal student aid: http://students.berkeley.edu/finaid/. Graduate Division Academic Services provides a variety of academic and professional development resources to assist students throughout their graduate career: http://www.grad.berkeley.edu/acapro/index.shtml. Personal counseling is available from Counseling and Psychological Services at the Tang Center (2222 Bancroft Way; 642-9494): http://www.uhs.berkeley.edu/students/counseling/. MSW Program Manual School of Social Welfare University of California, Berkeley 66 I Academic Policies and Procedures ENROLLMENT, REGISTRATION AND CLASS SCHEDULING Students are responsible for ensuring they are enrolled correctly (appropriate course(s) and course section(s), correct number of units, etc.) and that they are completing semester by semester the courses needed for normal progress towards the degree. All MSW students mustbe full-time registered students to meet MSW degree and residency requirements, and to be eligible for financial aid. The School defines “full-time” as a minimum of 12 units per semester. Incoming new students will enroll for 14 units during the Fall semester of their first year. All students are also expected to be registered continuously throughout their graduate careers. A student is considered to be officially registered when he or she: 1. Enrolls for at least one course. (Note that this does not, however, satisfy the minimum enrollment requirement of 12 units per semester.) 2. Has paid registration fees by the fee payment deadline, either in full or with the first required installment under the Deferred Payment Plan option. If fees are not paid on time, enrollment in classes may be cancelled. 3. Has no registration blocks. How Students Register All students enroll for classes through Tele-BEARS, Berkeley’s online, interactive course enrollment system (http://telebears.berkeley.edu). A valid CalNet ID is required to access all UCB online student systems, including Tele-BEARS. To ensure a fair distribution of courses for all students, access to Tele-BEARS is on a preassigned appointment basis. Enrollment takes place in two phases followed by an adjustment period. You can only access Tele-BEARS during your scheduled appointment period and, after your appointment has expired, during Open Hours. New incoming graduate students are only able to access Tele-BEARS beginning with Phase II, shortly before the start of the fall semester (usually beginning in early August). Information on MSW courses, enrollment procedures, establishing a CalNet ID, and instructions for accessing Tele-BEARS are posted on the bSpace Welcome Center page in June. Continuing students are assigned Tele-BEARS appointment times by the Office of the Registrar. Once appointment times have been generated, they are made available to students on BearFacts, Berkeley’s student services system (http://bearfacts.berkeley.edu). Students are notified by e-mail from the Registrar of when they may check their TeleBEARS appointment times on BearFacts. Per University policy, all students must have a berkeley.edu e-mail address to receive this information. All Tele-BEARS enrollment MUST be completed by the end of the 3rd week of instruction each semester. MSW Program Manual School of Social Welfare University of California, Berkeley Academic Policies and Procedures I 67 Course Selection and Class Scheduling All students in the MSW degree program follow a full-time (minimum 12 units/semester) prescribed program of work for both foundation (first-year) and advanced (second-year) courses. Most Social Welfare classes meet for two hours, one day per week, for two units of academic credit per semester. The required course of study and other important details about courses are covered extensively in Section II of this manual, The MSW Program and Curriculum. Be sure to review this information prior to Tele-BEARS enrollment each semester. Curriculum Planning Guides provided for each concentration area should also be reviewed as part of the Tele-BEARS advising and enrollment period each semester. The Online Schedule of Classes (http://schedule.berkeley.edu/) is used to access all campus classes and their Course Control Numbers required for Tele-BEARS enrollment. The Online Schedule is updated nightly and consists of fall, spring, and summer class schedules. Information regarding course offerings becomes available on the Online Schedule of Classes each semester as follows: Fall semester, available in late March Spring semester, available in early October Summer semester, available in mid-December. Each term replaces the previous corresponding term on the Online Schedule of Classes website so there are three terms available at all times. Wait Lists and Class Entry Codes For some Social Welfare graduate courses, wait lists are used. Waitlist length is determined by the likelihood of space becoming available in the course and usually does not exceed 15% of the total class size (e.g., a class with an enrollment limit of 49 would have a no more than a waitlist of 7 students.) Often students will see online that there are still seats available for a class, but they cannot access enrollment in the course. This is because those seats have been set aside for Class Entry Codes (CECs). CECs are used at the discretion of the instructor and department. For example, some courses, which are required for one concentration but are electives for other concentrations, will be use CEC codes to allow for those who are required to take the class to gain entry first before considering other students. Instructors may also use CECs to allow non-Social Welfare students to access courses. CECs must be distributed by the instructor to the student no later than the 3rd week of classes. If distributed later, TeleBEARS is closed and the codes are no longer valid. Students must then see the Graduate Programs Advisor for help with all changes to class schedules. Students can make changes to their schedule through the Graduate Programs Advisor as late as the last day of classes any rd given semester; however, there may be a fee assessed for making changes past the 3 week of classes. During Tele-BEARS enrollment periods, once courses close for open enrollment, students often contact faculty regarding obtaining entrance into a particular course. Faculty are encouraged to tell students that they will not make a firm decision until classes begin, when the actual course enrollment is clear. For some courses, especially impacted courses in high demand, faculty may need to tell students who wish to enroll in the class that no decision can be made MSW Program Manual School of Social Welfare University of California, Berkeley 68 I Academic Policies and Procedures until the 2nd week of classes. Often, on the first day of classes, some students who have enrolled do not attend. Faculty will contact these students and either request that they drop the course, or ask if they intend to take the course. If an instructor decides to admit a new student to a course, the instructor will need to provide the student with one of the CECs distributed to faculty mailboxes just before the start of classes each term. The Graduate Programs Advisor can provide additional CECs if needed, as long as the classroom capacity is not exceeded. In deciding who to admit to a course – especially if it is an impacted course and there will not be room for everyone who wishes to take the course – the instructor will need to set priorities GRADES AND GRADING The University of California, Berkeley, uses a plus and minus letter grade system on a fourpoint scale. To determine your grade point average (GPA), use the following list of grades and grade point values: 1 unit of: A+ or A = A= B+ = B = B= C+ = 4.0 3.7 3.3 3.0 2.7 2.3 C CD+ D DF = 2.0 = 1.7 = 1.3 = 1.0 = 0.7 = 0.0 Units for grades below C- cannot be counted toward the unit requirement for the MSW degree. The grade, however, is counted in the GPA. Grading Options For MSW degree candidates, two-thirds of all course work must be letter-graded; up to one- third of total units for the MSW degree can be taken on a non-letter grade basis. The Graduate Division prefers students to enroll for courses for letter grades; however, graduate students in good standing may take courses on a non-letter grade basis. Currently two non-letter grade systems are in use at Berkeley: Pass/Not Pass and Satisfactory/Unsatisfactory. Graduate students may choose to enroll in any course on an S/U basis. A Satisfactory grade implies work of “B-” quality or better. The one-third limitation applies only to academic courses taken at Berkeley – your field work (which is graded Satisfactory/Unsatisfactory) is not subject to this regulation. The one-third must be rounded down to the nearest whole number. For example, if you complete 29 units in 100 and 200 series classes, one-third rounded down to the nearest whole number provides 9 units maximum on a non-letter graded basis. Grade points are not awarded for a grade of Satisfactory but unit credit is given. Grades are posted by the Office of the Registrar shortly after the close of the semester. You may access your final grades via BearFacts (http://bearfacts.berkeley.edu) once they have been posted. Individual grades are not be given out by the School of Social Welfare. MSW Program Manual School of Social Welfare University of California, Berkeley Academic Policies and Procedures I 69 Grade Grievances Per University policy, all grades except “Incomplete” and “In Progress” are considered final when assigned by an instructor at the end of a term. Grade changes are not permitted except in the case of clerical or procedural error. Grade changes may not be made on the basis of a reassessment of the quality of the student's work. Grievances about a grade may be addressed as follows: 1. The student should first meet with the instructor to discuss the grievance and clarify reasons for the grade assignment. 2. If the grievance does not result in satisfactory action, Robert Teague, Coordinator of Academic Programs, will mediate the dispute. The Academic Coordinator, however, does not have the authority to require an instructor to change a grade. 3. If the result remains unsatisfactory, the student may address the grievance with the Campus Ombudsperson (http://campuslife.berkeley.edu/ombuds). 4. If these procedures do not resolve the grievance, the student may submit a formal appeal to the Dean of the School of School Welfare, subject to the conditions outlined below. Formal Grade Appeals The only formal challenge of a grade permitted by University policy is when an instructor assigns a grade utilizing non-academic criteria (such as considerations of race, politics, religion, sex, or other factors not directly reflective of performance related to course requirements) or when sexual harassment or improper academic procedures unfairly affect a student’s grade. Formal appeals must be directed to the Dean of the School of Social Welfare, 120 Haviland Hall. The appeal must be accompanied by a written statement indicating the action being appealed, the grounds upon which the appeal is based, the relief requested, and any background information that the student deems pertinent to his or her case. The appeal must be filed with the Dean within two semesters of the alleged offense. When an appeal is filed, the Dean will appoint an ad hoc Grievance Committee composed of the Chair of the Faculty and two additional faculty members, one of whom shall be from a unit other than Social Welfare, and two students in good standing, appointed by the Social Welfare Graduate Assembly. The Grievance Committee will consider the written appeal of the student; obtain a written response from the instructor; and will provide all parties the opportunity to present additional information orally or in writing. The Grievance Committee will report its recommendations to the Dean as well as to the Berkeley Academic Senate Committee on Courses of Instruction, including minority views, if any. If the Committee on Courses finds in the student’s favor, it may change a failing grade to a P or S, drop the course retroactively, retain the course but eliminate the grade from the GPA, or adopt the letter grade, if any, recommended by four of the five members of the Grievance Committee. MSW Program Manual School of Social Welfare University of California, Berkeley 70 I Academic Policies and Procedures Further information about Procedures for Grade Appeals Based on the Alleged Use of Non- Academic Criteria is available online from the Committee on Courses at http://academic- senate.berkeley.edu/committees/coci/procedures-grade-appealsbased-alleged-use-non- academic-criteria. Incomplete Grades Occasionally circumstances beyond a student’s control occur which prevent the completion of work in one or more courses. If this happens, the student should discuss the possibility for an Incomplete grade with the instructor(s). An Incomplete may be assigned when a student’s work has been of passing quality but is unfinished due to circumstances beyond the student’s control. When the work is completed, the final grade is then posted. The University only permits an Incomplete to be awarded when events beyond a student’s control prevent course work from being completed. Illness, accidents and family emergencies are the usual causes. To request an “I” the student must consult with the instructor concerning his/her circumstances prior to the date of the final exam or final course requirement. An Incomplete will not be assigned simply because a student needs additional time to complete course requirements. When instructors agree to assign an Incomplete, they must complete a Graduate Student Petition for Requesting Grade of ‘Incomplete’ and report the reasons for the grade, the percentage of course work remaining to be done, and the plan and timetable for completing the course. The petition must be signed by the Head Graduate Advisor and filed with both the Graduate Assistant and the Academic Coordinator when grades are submitted; a summary of the information must be inserted in the comment column when egrades are submitted by the instructor. School policy cautions that a student may not accumulate an excess number of Incompletes. In such situations, the Dean’s Office may recommend to the Graduate Division that a student be placed on academic probation or subject to dismissal. WITHDRAWAL AND READMISSION Withdrawal is a significant action that results in dropping enrollment in all classes, and readmission is not guaranteed. A department is not obligated to readmit any student who has withdrawn. If circumstances are such that a student believes he or she must withdraw, they should first discuss their situation with their faculty adviser, concentration chair, field work consultant, and student services staff before taking any action. Withdrawal requests are initiated and processed by the student’s department. Should withdrawal become necessary, after consulting with your faculty advisors, see the Graduate Advisor to initiate a formal request to withdraw. Please keep in mind that readmission is at the discretion of the School and is not automatic or guaranteed. Medical Withdrawal Requests for withdrawal due to medical reasons are initiated at University Health Services (UHS- Tang Center.) UHS provides appropriate medical documentation to accompany requests for medical withdrawal, makes a recommendation to the School to accept or not accept a medical withdrawal, and determines if medical clearance will be required for readmission. UHS does not make decisions about academic status. The final decision for granting a medical withdrawal (and the decision of whether or not to readmit) lies with the School. MSW Program Manual School of Social Welfare University of California, Berkeley Academic Policies and Procedures I 71 More complete details about and forms for initiating medical withdrawal are available from the Tang Center: http://uhs.berkeley.edu/students/counseling/medicalwithdrawals.shtml. Readmission Please remember that readmission to the School and the University is not automatic. Students who withdraw from the university do not have to re-apply, but they do need to be re-admitted by their academic department and this is not guaranteed. A department is not obliged to readmit a student who has withdrawn for any reason, including an official medical withdrawal. Readmission is recommended at the judgment of the School, which assesses the strength of the student’s academic record in weighing its approval. The School may also weigh petitions for readmission against the pool of new applicants for admission, who may be stronger candidates. Students seeking readmission must reapply according to specific procedures and deadlines, and obtain the approval of the Head Graduate Adviser. The students must also pay a readmission processing fee. Please consult with Joshua Dullaghan, Graduate Advisor, for process and application deadlines for readmission. MSW Program Manual School of Social Welfare University of California, Berkeley Fees, Billing and Financial Aid This section includes information about financing graduate education and resources for managing billing and fee payment procedures at Berkeley. FEES AND FEE PAYMENTS Graduate Tuition, Fees & Expenses Current Fee Schedule: The current schedule is available online at http://registrar.berkeley.edu/current_students/registration_enrollment/feesched.html. MSW students are assessed “Graduate Professional” fees. Fees are subject to change without notice, students should check for the most current information. Graduate Student Budget: The annual estimate of the total cost of attending Berkeley, including average living expenses, is known as the Student Budget. The Graduate Student Budget (also known as Cost of Attendance) is used to help determine the amount of financial aid a student may be eligible to receive. By federal law, a Student Budget may only cover student expenses; spouse or dependent living expenses may not be included. See the current Budget online at http://students.berkeley.edu/finaid/graduates/cost.htm. To be considered a registered student, at least the first installment of fees must be paid by the stated deadline each term, and the student must be enrolled in at least one class. If fees are not paid on time, enrollment in classes may be cancelled, any fellowship or stipend payments may be placed on hold, and access to campus services may be restricted or denied. Loans from the Financial Aid Office are not credited to student accounts until the student is enrolled in classes. All University fees are subject to change, and the fee amounts billed for a current period may be adjusted at a future date. When a student has failed to meet his or her financial obligations to the University, including unpaid fees totaling $100 or more, Billing & Payment Services is authorized under the Campus Policy on Student Registration Blocks and Lapses to block a student's registration and records until the financial obligation is satisfied. STUDENT BILLING SERVICES Billing & Payment Services http://studentbilling.berkeley.edu/index.htm 140 University Hall (510) 642-3190 Registration fees and most other student charges are billed through the Campus Accounts Receivables Systems (CARS) administered by the Billing and Payment Services Office. CARS eBill statements can be viewed online through Bear Facts (http://bearfacts.berkeley.edu). Billing statements are produced each month as long as the account has an outstanding balance or if the account had activity during the billing cycle. A courtesy e-mail will be sent to students when a new billing statement is generated. No paper bills are generated. Students are responsible for 74 I Fees, Billing and Financial Aid keeping their billing account current, whether or not they have received the e-mail notification. CARS e-Bill information is updated monthly. Other CARS information on Bear Facts is updated nightly. Payment options: Registration fees and other CARS bills may be paid online via e-Check, which can be accessed through Bear Facts (select CARS e-Bill from the Student section). This online system will process a debit from a checking or savings account. UC Berkeley does not accept credit cards for CARS payments due to the fees that would be charged by the card associations to UC Berkeley as a merchant. Payments by check or money order must be issued in U.S. dollars drawn on a U.S. bank. Make checks payable to UC Regents. Cash payments may be made inperson only at the cashier window in 140 University Hall. Deferred Payment Plan: This Plan allows for fall and spring semester registration fees to be paid in five monthly installments of 20% each. A non-refundable participation fee of $40 per semester is assessed to CARS accounts for participating. For a calendar of payment deadlines, see the Billing Services Deferred Payment Plan website at http://studentbilling.berkeley.edu/deferredPay.htm. If installment payments are not credited to the account by the due date, the account may be assessed a late fee; a block may be placed on registration for future terms; and the student may be dropped from the rolls, i.e. grades will not post to the student’s transcript until all registration fees for the term are paid in full (applies to December and May installments). Electronic Funds Transfer: All students are strongly encouraged to sign up for Electronic Funds Transfer (EFT) to receive any CARS refunds and student aid payments (including fellowship, stipend and financial aid payments) securely, conveniently, and as quickly as possible. EFT deposits refunds and aid payments directly into a designated checking or savings account, eliminating the risk of a lost or stolen refund check. To sign up for EFT, go to http://eftstudent.berkeley.edu. FINANCIAL SUPPORT FOR GRADUATE STUDENTS Understanding the variety of options and resources for financial assistance is essential to ensuring a successful graduate education experience – as an applicant, student, and postgraduate. Educational financing needs are diverse and most resources are usually not sufficient to meet the total needs of every student. Most graduate students receive some kind of financial assistance through a combination of resources described in this section. We actively encourage students to explore all funding possibilities that may be available to help support their graduate studies Types of Support Available Federal Loan Program: Federal student loan programs are the primary source of support for graduate professional degree students. The Federal Direct Loan and Work Study Programs are administered by the Financial Aid and Scholarships Office: http://students.berkeley.edu/finaid/graduates/index.htm. Stipend-based Training Programs: The Title IV-E Child Welfare Training Program, and the Mental Health Educational Stipend Program. Departmental Fellowships and Awards: Return-to-aid and endowment-supported fellowships, awards, and grants-in-aid administered by the School of Social Welfare. MSW Program Manual School of Social Welfare University of California, Berkeley Fees, Billing and Financial Aid I 75 Academic Appointments: Employment opportunities as a Graduate Student Instructor (GSI), Graduate Student Researcher (GSR), Reader, or Tutor. Extramural Awards: Scholarship/fellowship funding from outside sources. Federal Loan Programs Berkeley participates in the Federal Direct Student Loan Program, which provides the major source of need-based financial aid funding for graduate students. Student loans are an important resource and most graduate students easily qualify for federal aid. However, student loan debt is a continuing concern, especially for social workers. You should prudently consider how the use of loans will fit in to your overall financing strategy, and manage your loans very carefully. The Financial Aid and Scholarships Office administers Federal Direct Loans, Federal Grad Plus Loans, and the Federal Work-Study Program for UC Berkeley graduate students: http://students.berkeley.edu/finaid/graduates/index.htm. To apply for financial assistance: Eligibility is based entirely on demonstrated financial need, and requires filing the Free Application for Federal Student Aid (FAFSA), which is available at www.fafsa.ed.gov. Berkeley’s FAFSA school code is 001312. The priority deadline to file a FAFSA is usually March 1 for the upcoming academic year – but even if a student misses the priority deadline, they should still complete the FAFSA. To be considered for university or departmental funding, students should file the FAFSA even if they are not sure you will need or want any aid from the Financial Aid Office - they can decide later. Work-Study: Graduate students with a work-study award as part of their financial aid package can apply for work-study jobs. Students who do not have work-study but do have financial need may also convert unpaid need-based loans to work-study. For an overview of the program please see: http://students.berkeley.edu/finaid/home/work.htm. Stipend-Based Training Programs Mental Health Services Act Stipend Program: Second-year MSW students enrolled in the Community Mental Health concentration who agree to complete their second-year internship in a public mental health agency may apply for this stipend program. The stipend is $18,500 for the academic year and there is a one-year public mental health employment requirement postgraduation. The announcement and applications for this program are made available in early spring each year. Departmental Fellowships & Awards Departmental support includes stipend-based training programs; return-to-aid and block grant fellowship programs; endowment-supported restricted awards; grants-in-aid such as professional development and conference travel awards; and annual prizes for academic achievement. Thanks to the generous support of alumni, past and present faculty, and friends of the School, Berkeley Social Welfare each year administers or awards over $1.2M in departmental support to graduate students. Departmental awards range from $500-$10,000 and may be given as stipends, or to pay all or a portion of fees. The total number of awards and amounts varies from year to year, subject to MSW Program Manual School of Social Welfare University of California, Berkeley 76 I Fees, Billing and Financial Aid availability of funds. Awards are based on academic merit, financial need, or a combination of both. To be considered for a departmental fellowship award, students must have a FAFSA on file for the current academic year, even if they do not expect to take out any federal student loans. Eligibility for restricted awards is determined by the donor, and many are specifically designated for MSW students. Meeting eligibility requirements does not guarantee receipt of an award. Preference for some awards may be given to students who have not received as much funding as other students in the department. Applicants to graduate study should be sure to complete all applicable fellowships sections of the Graduate Application for Admissions and Fellowships. Entering students are considered for any available awards during admissions review; an additional application is not required for new students. The Departmental Fellowship Application for Continuing Students is available in early spring of each year for awards for the following academic year. Applications are due April 15, and award decisions are announced in May. About Diversity Awards: Some awards may be specifically intended to enhance diversity on campus. Others may have a diversity requirement as a condition of a restricted award. In these instances consideration will be given to students whose background and life experiences contribute significantly to an educationally beneficial mix of students and enhance educational diversity, as evidenced by any of the following criteria: • • • • • • • • limited access to educational resources physical or learning disability representation of geographic diversity, such as growing up in a severely depressed area first generation college graduate, or from families headed by a single parent matriculation at a school or schools with poor financial or curricular support perserverance over economic disadvantage or having worked long hours while attending achool demonstrated leadership among students from groups that have been historically underrepresented in higher education intention to use the graduate degree toward serving underrepresented segments of society. Students do not need to show contributions in every area noted above in order to be eligible or considered for diversity. Other Grants-in-Aid Parent Grant: A Graduate Division grant for registered graduate student parents (single, married, or registered domestic partners) who live with dependent children and demonstrate financial need. If funding permits, awards of up to $8,000 per year ($4,000 per academic term) will be made to eligible applicants. The deadline for grants is usually in late June for the next academic year. Interested students (new or continuing) should file a FAFSA and submit an application to 318 Sproul Hall. Applications available at http://grad.berkeley.edu/financial/student_family.shtml. MSW Program Manual School of Social Welfare University of California, Berkeley Fees, Billing and Financial Aid I 77 Childcare Reimbursement for GSRs: A Graduate Division program for student parents with nonschool age children. To be eligible, graduate students must have at least a 25% GSR appointment during the semester or summer session. The grant will reimburse up to $900 in childcare costs per semester, or up to $600 during the summer. For more information, visit: http://grad.berkeley.edu/financial/student_family.shtml Back-up Child Care for All Student Parents: The Graduate Division has partnered with the Chancellor’s Advisory Committee on Student Services and Fees and the Hutto Patterson Charitable Foundation to create a highly subsidized back-up childcare program for all registered graduate and undergraduate students, who are parents of children aged 6 weeks up to 18 years of age. Each student is eligible for up to 60 hours of in-home and/or center-based care at the rate of $4/hr (in-home) and $2/hr (center-based). The service is administered by Bright Horizons, a national provider of employer-sponsored childcare and back-up care. Detailed information about the program, with step-by-step instructions on how students can register, is available at: http://grad.berkeley.edu/backupchildcare/about.php Graduate Assembly Travel Award: Up to $300 in travel reimbursement for registered graduate students presenting at a conference outside of the San Francisco Bay Area. Apply at https://ga.berkeley.edu/funding/travel-grants. MSW Student Professional Development Grants: Up to $500 in travel or expense reimbursement for registered MSW students (including those in dual and concurrent degree programs) to participate in a professional conference, continuing education program, or other professional development activity. An online application is available through the year until all current funds are awarded. Please see the Graduate Programs Advisor for more information. Extramural Awards: Scholarship/fellowship funding from outside sources. Loan Forgiveness & Repayment Social workers with graduate education debt may be eligible for certain loan forgiveness or payment modification programs – please review website sources listed below for further information: Public Service Loan Forgiveness Program: Under this federal program, borrowers may qualify for forgiveness of the remaining balance due on their eligible federal student loans after they have made 120 payments on those loans under certain repayment plans while employed full time by certain public service employers. http://www.studentaid.ed.gov/repay-loans/forgiveness-cancellation/charts/public-service Graduated, Extended, and Income-based Repayment Plans: Several repayment plan options are available to help make your payments more affordable. Repayment plans can give borrowers more time to repay their loans or be based on their income. http://studentaid.ed.gov/repay-loans/understand/plans National Health Service Corps Loan Repayment Program: Offers fully trained and licensed clinical social workers up to $60,000 to repay student loans in exchange for two years serving in an approved community-based site in a high-need Health Professional Shortage Area. http://nhsc.hrsa.gov/loanrepayment/ California State Loan Repayment Program: Authorizes repayment of educational loans to health professionals, who in turn must commit to practice in medically underserved areas in public or non-profit entities for a minimum of two years and maximum of four years. http://www.oshpd.ca.gov/HWDD/SLRP.html MSW Program Manual School of Social Welfare University of California, Berkeley 78 I Fees, Billing and Financial Aid Health Professions Education Foundation Licensed Mental Health Services Provider Education Program: Offers up to $15,000 to repay educational loans over a two-year period in exchange for a two (2) year commitment to practicing and providing direct care in a publicly funded or public mental health facility, a non-profit mental health facility, a mental health professions shortage area, or in a Public Mental Health System. Registered or Licensed Clinical Social Workers are eligible to apply; awards are made on a competitive basis. http://www.oshpd.ca.gov/hpef/LMHSPLRP.html. Academic Appointments Academic appointments can provide a substantial source of financial support for Berkeley graduate students. Most financial packages for doctoral students, such as multi-year fellowships, usually include academic appointments during the third or fourth year. At Berkeley graduate students are most commonly appointed to the following academic titles: Graduate Student Instructor (GSI), Graduate Student Researcher (GSR), Reader, and Tutor. The titles GSI, Reader and Tutor are covered by a labor agreement between the University and the United Auto Workers (http://hrweb.berkeley.edu/labor/contracts/BX). GSRs are not covered by this agreement. Students must meet academic and other minimum requirements and criteria for appointment eligibility for each academic title. The minimum GPA for holding an academic appointment is 3.00. Academic Student Employees must also be registered for the entire semester for which they hold a graduate student academic appointment, and must be enrolled in a minimum of 12 units. New GSIs are required to attend a Teaching Conference for First-Time GSIs, complete the GSI Professional Standards and Ethics Online Course, and enroll in and complete a 300-level semester-long pedagogical seminar on teaching. For complete information regarding academic appointment eligibility please see: http://grad.berkeley.edu/policies/guides/eligibility-appointments/. Graduate students are also subject to Graduate Council and Graduate Division policies regarding appointments to academic and staff titles, including minimum enrollment requirements and limitations on percentage of appointment. Please read What You Need to Know About Being a GSI, GSR, Reader, or Tutor (http://grad.berkeley.edu/policies/guides/category/appointmentsguide/what-you-need-to-know-appts/) for essential information about academic student employment. GSI and Reader appointments are made at the department level. In the School of Social Welfare, preference is generally given to doctoral students. In the early spring of each year, an electronic application for GSI and Reader appointments becomes available for the following academic year. Once applications are received and reviewed, an applicant list is sent to hiring faculty who then contact students for interviews, usually in late April. Students are also encouraged to check with other departments that teach subjects allied with their interests, or previous education or teaching experience. The campus Human Resources Office maintains a list of expected Academic Student Employment opportunities and a list of contacts for each department at http://hrweb.berkeley.edu/labor/contracts/BX/job-opportunities/expected. GSR appointments are made at the department or research unit level. Postings for GSR opportunities in the School of Social Welfare are distributed to students as they become available. Students are also encouraged to network with individual faculty members, Principal Investigators, and Center Directors about GSR opportunities, in Social Welfare as well as in other departments. MSW Program Manual School of Social Welfare University of California, Berkeley Fees, Billing and Financial Aid I 79 Extramural Awards Extramural awards are made by a variety of funding sources, including government agencies, professional and alumni organizations, private foundations, and corporations. There are many types of extramural fellowships and other awards, spanning a wide range of disciplines and funding amounts. Some are based on academic merit; some are targeted toward specific types of students, such as underrepresented minorities and women. There are hundreds of public and private fellowships, each with different requirements – and students should apply to all for which you are qualified and eligible. The School actively encourages all graduate students to apply for extramural funding opportunities, particularly doctoral students seeking dissertation support. Technical assistance is available to students thinking of applying for a dissertation grant, research fellowship, or other funding to support their research. The first step is to consult with your faculty advisor. Extramural funding opportunities are available to social work graduate students, and many Berkeley Social Welfare students have been successful at securing extramural funding. However, the process of identifying, researching and applying for external fellowships and awards can be lengthy and time-consuming. Begin your search as early as possible – preferably at least one year before the expected receipt of an award. There are many resources available to help students search and apply for external funding – it is recommended that students start their search using the resources listed at right. MSW Program Manual School of Social Welfare University of California, Berkeley 80 I Fees, Billing and Financial Aid Resources Graduate Division Financial Support Info http://grad.berkeley.edu/financial/index.shtml Graduate Fellowships Office http://grad.berkeley.edu/financial/deadlines.shtml 318 Sproul Hall (510) 642-0672 Financial Aid and Scholarships Office http://students.berkeley.edu/finaid/graduates/index.htm 120 Sproul Hall (510) 664-9181 Graduate Student Email Address: [email protected] UC Berkeley Web Resources for Funding http://www.grad.berkeley.edu/financial/fellowships_resources.shtml UC Berkeley Scholarship Connection http://scholarships.berkeley.edu/ Nationally Coveted Scholarships http://scholarships.fatomei.com/ Pivot Guide Funding Opportunity Database http://spo.berkeley.edu/fund/pivotguide.html UCLA Graduate & Postdoctoral Extramural Support (GRAPES) Database http://www.gdnet.ucla.edu/grpinst.htm Grant Forward Grant Search Service http://grantforward.com/index UC Berkeley Sponsored Projects Office Funding Resources http://www.spo.berkeley.edu/funding.html FinAid.org Scholarships http://www.finaid.org/scholarships/ Foundation Center http://foundationcenter.org/ Fundsnet Services Grants Directory http://www.fundsnetservices.com/ GradView.com http://www.gradview.com/financialaid/index.html Grants.gov http://www.grants.gov/ Hispanic Scholarship Fund http://www.hsf.net/ NIH Guide for Grants and Contracts http://grants.nih.gov/grants/guide/index.html SallieMae College Answer http://www.collegeanswer.com/ MSW Program Manual School of Social Welfare University of California, Berkeley School and Campus Resources The University and the School of Social Welfare offer a number of valuable resources and opportunities for graduate student success, involvement, and enrichment. CAL 1 CARD AND CALNET ID Cal Photo ID Office 110 Cesar Chavez Center, Lower Sproul Plaza http://cal1card.berkeley.edu (510) 643-683 The Cal 1 Card is the UC Berkeley official identification card. Your CalNet ID is your online identify at Berkeley. A CalNet ID and passphrase are required in order to use any online student systems and university services. Your Cal 1 Card Your official identification as a student at Berkeley is the Cal Photo ID card, also known as the Cal 1 Card. You should get your Cal 1 Card as soon as possible. To get a Cal 1 Card, visit the Cal 1 Card Office in Lower Sproul Plaza and bring with you a valid photo ID (such as a driver's license, state ID card, passport, or high school ID) and your student identification number (this can be found on your TeleBEARS letter or other registration forms.) Newly admitted students can have their photographs taken and get a Cal 1 Card as soon as they receive their Tele-BEARS registration materials for the semester. The first card is free of charge; a replacement fee of $25 is charged for a replacement card. Your Cal 1 Card may also be used as a debit account that can be used for purchases from more than 40 on- and off-campus merchants and for printing in computer labs and libraries on campus. To use your Cal 1 Card debit account you have to deposit money into your account. You can deposit funds online with a credit card, or by check via mail. To make a deposit you need your student ID number. The debit account is free, there are no minimum balances or overdraft fees, and you can check transactions and balances from your computer. For more information visit cal1card.berkeley.edu. Your Cal 1 Card is also used as an access card to campus benefits, including library services, University Health Services, rides on AC Transit buses, key-card entry to residence halls, campus facilities and at all Cal Dining locations. Help with Cal 1 Cards: Call 1(866) 2UCBCARD or e-mail Cal 1 Card at [email protected] for assistance in solving any problems. Your CalNet ID Your online identity at Berkeley is called your CalNet ID. You are required to enter your CalNet ID and passphrase in order to use any of the student systems, including the TeleBEARS online enrollment system, Bear Facts, and MyFinAid. Newly admitted students create a CalNet ID when completing the Statement of Legal Residence (SLR) forms online to accept admission. You can also create or change your CalNet ID online at https://net-auth.berkeley.edu/cgi-bin/krbcpw?NewStudent. In order to create your CalNet ID, 82 I School and Campus Resources you will need your Student Identification (SID) and the Personal Identification Number (PIN) that was provided by the admissions office. Keep your CalNet ID and passphrase confidential! Do not disclose them to anyone. Your CalNet account can be used to access confidential information, such as grades and financial records, so protect your CalNet ID and passphrase as you would your Social Security card or credit card numbers. If you forget your CalNet passphrase, please visit the Cal 1 Card Office on Lower Sproul Plaza. CAMPUS STUDENT SYSTEMS BearFacts http://bearfacts.berkeley.edu/ Bear Facts is a system that provides information regarding your registration, grades, financial aid, billing, class schedule, and more. You also use Bear Facts to change your addresses and phone numbers, order transcripts, and complete/submit a Statement of Legal Residence. You log on to Bear Facts using your CalNet ID and passphrase. bSpace https://bspace.berkeley.edu/ bSpace is a web-based communication and collaboration environment that supports teaching and learning, committee-based projects, and research initiatives for the UC Berkeley community. Many instructors use bSpace as a course management and collaborative learning tool. Using a supported web browser, users may choose from the many tools in bSpace and combine them to create a site that meets their needs. MyFinAid https://myfinaid.berkeley.edu/ MyFinAid is Berkeley’s online financial aid system. Every student receiving financial aid at UC Berkeley has a MyFinAid account, accessed with your CalNet ID. Throughout the year, MyFinAid is where you will find updates to your financial aid award summary, as well as any messages from the Financial Aid and Scholarships Office about payment status, any changes in your eligibility, and any financial aid requirements, such as forms you may need to submit. MyFinAid is your primary source of information about updates to your financial aid package. We recommend that you check MyFinAid regularly. TeleBEARS https://telebears.berkeley.edu/telebears/home TeleBEARS is the online system that students use to enroll in classes at Berkeley. All students are assigned appointments for accessing TeleBEARS each semester. TeleBEARS appointment times for Phases I and II are generated for all eligible students and are made available via Bear Facts before the start of Phase I. Appointments are generated for all students eligible to enroll for the next semester; if Bear Facts does not indicate any appointments for you, please see the Graduate Assistant. MSW Program Manual School of Social Welfare University of California, Berkeley School and Campus Resources I 83 Newly admitted graduate students are only able to use TeleBEARS beginning with Phase II, shortly before the start of the semester. Information about TeleBEARS enrollment is mailed to all incoming graduate students prior to New Student Orientation in August. HAVILAND HALL: HOME OF SOCIAL WELFARE Haviland Hall, located on the central north end of campus, is the home of the School of Social Welfare. Most MSW classes, along with the School’s administrative, research, and faculty offices, and the Social Welfare Library and computer labs, are located in Haviland. Building Hours and Accessibility The building is generally open during the week from about 7:30 a.m. until after the last evening class dismisses. Building hours and access may be restricted on weekends and between sessions. No one should be in the building after 9:00 p.m. without permission. Haviland Hall is wheelchair-accessible from the northwest entrance (closest to Hearst Avenue) on the basement level. Commons Room The Commons Room on the first floor serves as a student lounge area and is available to all students for snacks and soft drinks. Computing in Haviland Computer Lab: The Social Welfare Computing Lab is located in 3 Haviland Hall (basement level.) The 3B Computer Lab has 10 workstations and is open for drop-in computing to all students in Social Welfare who have completed an online orientation. There is a scanner available. You may also sign up to use a laptop computer and LCD projector for presentations. All workstations are connected to networked laser printers. Please print only work associated with Social Welfare classes. Room 3 is open Monday-Thursday, 8:00 a.m.-6:00 p.m.; Friday, 8:00 a.m.-5:00 p.m. Computer Classroom: 340A Haviland is the Social Welfare/Public Health Shared Classroom, available for drop-in use when there is not a class meeting. The schedule of classes is on the door. If an instructor asks you to leave the classroom, please do so immediately. 340A is open as long as the building is open. Building hours are the same as the Social Welfare Library, which are posted outside the library door. Wireless network access: Haviland Hall has full building coverage on the campus AirBears wireless network. Please be aware that traffic on the AirBears wireless network is NOT encrypted. For information on how to set up and connect to the AirBears wireless network, please see http://ist.berkeley.edu/airbears. The Social Welfare Library The Social Welfare Library is located on the second floor in 227 Haviland. The Social Welfare Library consists of approximately 35,000 volumes and 200 active serial titles. Founded in 1957, the library was established to meet the needs of the faculty and students of the School of Social Welfare. It is also used by visiting scholars, alumni, and the general public. During busy periods, priority assistance is given to borrowers affiliated with the university. Library hours are posted each semester. For the latest holiday schedules and schedule variations, and for hours of other campus libraries, be sure to consult the Library Hours web page (http://www.lib.berkeley.edu/hours) or call the library at (510) 642-4432. The Circulation Desk MSW Program Manual School of Social Welfare University of California, Berkeley 84 I School and Campus Resources closes 15 minutes before library closes; journals and reserve items may be checked out for overnight use within 2 hours of closing time. No library card is needed for in-library use of the collection, and a photocopy machine is available. Checking out material for use outside the library requires a campus photo ID or library card. UCB students, faculty, and staff use their Cal 1 card to check out material. Mailboxes and Bulletin Boards MSW student mailboxes are on the first floor of Haviland Hall, opposite room 118. While e-mail remaind the primary source of communication for the School, occasionally it becomes necessary for you to pick-up items. Most of the bulletin boards in Haviland are for departmental use only. Please post only on student-use boards. Safety Campus Safety: The UC Berkeley campus is situated in an urban environment, and though campus areas are relatively safe, the campus is not immune to crime. UCPD-recommended campus safety guidelines and information on reducing your vulnerability to crime are available at http://police.berkeley.edu/programsandservices/campus_safety/guidelines.html. The Police Department’s crime prevention booklet, Safety Counts, (http://safetycounts.berkeley.edu/) provides comprehensive information on staying safe at Berkeley. The Police Department also offers night escort and shuttle services. Contact http://police.berkeley.edu/programsandservices/campus_safety/index.html for further information. To contact the UC Police Department, dial 911 from any office or campus pay phone or dial (510) 642-3333 from your cell to request emergency assistance while on campus. Haviland Hall Emergency Assembly Area: The assembly area for Haviland Hall is on the far north side of the building on the path leading to the bridge over Strawberry Creek (beyond the disabled parking lot). Do not gather at the parking lot as emergency vehicles will be parking there. At any time the building is evacuated, please proceed immediately to the nearest exit, and follow the road or path around Haviland Hall to the assembly area. Floor Monitors will help guide you. WarnMe: WarnMe is the campuswide emergency warning system. WarnMe will contact you with emergency instructions if there is a situation on or near campus that poses an immediate threat to your safety or health. The WarnMe system allows for several options to alert you on your phone or via text message or e-mail -- you choose the best way to reach you. To receive emergency warnings, you must opt-in and provide information on how to contact you. WarnMe is part of UC Berkeley's emergency communications system. In emergencies, natural disasters, and other crises, information will be posted on the campus homepage, berkeley.edu, and on emergency.berkeley.edu, a website hosted by an off-campus server. Information will also be available via the toll-free emergency number, 1-800-705-9998, and broadcast on the campus radio station, KALX (90.7 FM). Sign up for this vital emergency service today! The contact information you provide will be kept private. To learn more, visit http://warnme.berkeley.edu. MSW Program Manual School of Social Welfare University of California, Berkeley School and Campus Resources I 85 Student Events and Fundraising in Haviland From time to time student organizations request room space in Haviland Hall for meetings and to hold bake sales and other types of fundraising events. In order to provide a safe and effective learning and working environment for all, we must abide by and enforce University policies of Environmental Health and Safety, and Physical Plant/Campus Services. Please be aware of and follow these building use guidelines: Fundraisers, Bake Sales, etc. 1. Use of the hallways for fundraisers and bake sales is not allowed due to safety concerns and campus fire safety regulations. Student groups may use the Social Welfare Commons Room for fundraiser activities, including bake sales. Please be aware that the doorways to the Social Welfare Common Room must remain unobstructed at all times, and the room capacity may not be exceeded at any time. 2. Outside agencies and organizations are not permitted to hold fundraisers or events in Haviland Hall. 3. The distribution or sale of food to the general public on the UC Berkeley Campus at special events is limited to non-profit organizations sponsoring such events no more than 3 times in a 90 day period (California Health and Safety Code 114310-30). The School reserves the right to limit the number of fundraising special events in the event of excessive requests or overly disruptive events. 4. The event sponsor must read the SPECIAL EVENT SAFE FOOD HANDLING PRACTICES and obtain approval through the campus Office of Environment, Health & Safety (EH&S). Distribution or sale of food to the public is a privilege and the sponsor must comply with EH&S requirements. The signature on the application acknowledges the sponsoring organization's acceptance of that responsibility. 5. A permit application must be submitted and approved before providing food at an event. Permit forms are available online from EH&S at http://ehs.berkeley.edu/healthsafety/foodpermit.html. In order to hold a bake sale or other event involving food, the permit must be approved by EH&S and a copy provided to Management Services Officer John Momper in the Dean’s Office no later than TWO weeks before the event. 6. Because temperature-related foods require special handling and storage, and Haviland Hall does not have sufficient infrastructure to comply with safe food handling requirements, the School does not allow these items to be served (no cooking in the building). You also must not deviate from what your food permit has been approved for (http://ehs.berkeley.edu/healthsafety/specialeventssanreq.html). 7. For item collection (e.g. Share A Bear), collection bins must not block doors, elevators, bathrooms or stairwells. At least TWO weeks before setting bins out, please Bob Teague ([email protected]) know: what the collection drive is for, how many bins will be out and where they will be located, and how long they will be there. MSW Program Manual School of Social Welfare University of California, Berkeley 86 I School and Campus Resources Room Reservations 1. To reserve a room for an event, see the Receptionist in 120 Haviland Hall. 2. Each room has a capacity specified by the campus -- please reserve a room that can hold all attendees according to the room capacity as noted below. ROOM 2 Haviland 4 Haviland 5 Haviland 201 Haviland 309 Haviland MAXIMUM CAPACITY 30 26 54 19 20 All other rooms in Haviland are General Assignment Classrooms controlled by the Registrar’s Office. 3. Having more people at an event than the capacity of the room allows is not permitted because of potential safety issues. Please DO NOT take chairs from other rooms. Room Conduct Please follow a few simple guidelines when using the rooms: 1. If food and drink are being served at the event and there is a spill, clean it immediately and notify the Front Desk. 2. Please make sure that all food and drink-related trash is completely cleared from the room after use. If the room is re-arranged for the event, please put it back the way it was BEFORE you leave. SOCIAL WELFARE GRADUATE ASSEMBLY (SWGA) The Social Welfare Graduate Assembly (SWGA) is the student organization representing the School of Social Welfare graduate student body. As the organized student voice, SWGA envisions a strong cohesive community of social welfare graduate students who are engaged diverse leaders practicing advocacy and social justice. SWGA believes that foresight, inclusiveness, and coordinated student participation is essential to a sustainable, accountable, and successful MSW program. At the University level, SWGA represents the School of Social Welfare at the Graduate Assembly and works with the Social Welfare Alumni Association. Within the School of Social Welfare, SWGA participates in the governance of the school by providing student input and student representation on academic and curriculum committees, policy issues and changes, as well as issues pertaining to diversity and cultural competence. In addition, SWGA coordinates social and educational events for the graduate student body. SWGA represents both first and second year MSW students. Its Board Members include: Central Committee: Co-Chairs, Equity and Inclusion Representative, Community Engagement Coordinator , NASW and Advocacy Representative, Finance and Fundraising, Alumni Relations Coordinator, Academic Affairs Coordinator, Sustainability Coordinator, Critical Engagement Coordinator Curriculum Committee: Children & Families Representatives, Community Mental Health Representatives, Gerontology Representatives, Health Representatives, Management and MSW Program Manual School of Social Welfare University of California, Berkeley School and Campus Resources I 87 Planning Representatives, Title IV-E Representatives The School of Social Welfare supports student participation in the development, implementation, and ongoing monitoring of the graduate program. Student representatives on committees provide the School with critical input from various perspectives. SWGA has a fundamental goal to support and assist students with their pursuit of a graduate education. The Graduate Student Office and SWGA’s headquarters are located at 220 Haviland Hall, and the SWGA mailbox is located after the mailboxes for second year MSW students. SWGA Membership Every MSW student in the School is a member of SWGA. As the voice of the students, SWGA encourages students to provide input and feedback to individual SWGA Board Members and at monthly SWGA General Body meetings. SWGA also serves as the supporting organization of all other student organizations within the School, including the Social Justice Symposium (SJS) Planning Committee, the Diversity Task Force (DTF), and special interest Caucuses. Student participation is the key to SWGA’s success and looks different for every person. TRANSPORTATION AND PARKING Parking and Transportation Office http://pt.berkeley.edu/ 2150 Kittredge Street (510) 643-7701 Berkeley is a busy urban campus and parking near campus is severely limited. The University encourages use of public transit whenever possible. Berkeley is well-served by public transit, and many students walk or bike to campus. The Downtown Berkeley BART (Bay Area Rapid Transit) train station is just 1½ blocks west of the Berkeley campus. San Francisco Bay Area Transit Information (http://transit511.org) provides schedules for, and information about, major Bay Area public transportation systems, including BART, San Francisco MUNI, Caltrain, and AC Transit. AC Transit Class Pass: All graduate and undergraduate students pay a mandatory student fee for a Class Pass validation sticker issued at the beginning of the fall and spring semesters that provides year-round access to AC Transit buses. The Class Pass makes it possible for registered students to ride free of charge on AC Transit (including the transbay lines to San Francisco) all semester long. The fees are covered by your registration fees. All you need to do is pick up your Class Pass at the Cal 1 Card Photo ID Office. BearTransit Shuttle: Your Class Pass is also valid on the BearTransit campus shuttles, which operates 11 lines to and around popular campus destinations nearly 24 hours a day, including service to BART. Shuttle schedules are available on board and on the Parking and Transportation website (http://pt.berkeley.edu/around/transit/routes). Parking Permits: Students who live at least two miles from campus can purchase parking permits. To manage local demand, parking permits are strictly enforced on campus and in the surrounding neighborhoods. To purchase a permit, check current parking fees, or obtain a parking map, call (510) 643-7701, visit the Parking and Transportation Office or consult their website (http://pt.berkeley.edu). Be sure to bring your Cal Photo ID card and proof of local residence, such as a rental agreement or utility bill in your name (phone bills will not be accepted). If you drive to campus every day, you can save money by purchasing a prepaid MSW Program Manual School of Social Welfare University of California, Berkeley 88 I School and Campus Resources student permit for a full semester. If you drive to campus only occasionally, you can purchase a Daily Student Fee Lot Permit that will allow you to park in student lots. Night and weekend permits also are available. CAREER SERVICES Office of Career and Professional Development (OCPD) Contact: Emerald Templeton, [email protected] OCPD provides career services programs for the School of Social Welfare which include a range of career-related workshops, opportunities for professional development, individual career consultation, and an online jobs board. Berkeley Career Services Manager (CSM) https://socialwelfare-berkeley-csm.symplicity.con/students An online career management system allows career services staff, students and employers to interface regarding job announcements, on campus recruiting events, career fairs, and other career related activities. UC Berkeley Career Center http://career.berkeley.edu 2111 Bancroft Way (between Fulton & Shattuck) (510) 642-1716 The Career Center provides assistance with career planning and job search strategies, and promotes links to employers and alumni. The Center serves as a comprehensive informational resource for all career and employment opportunities. Career information specifically helpful to students in social work can be found in the “Non-Profit and Social Service” section of the Center’s Career Information Lab. For individual assistance and information, contact the Career Center’s liaison to the School of Social Welfare, Dara Ziegelmeier, at 642-3363, [email protected]. For additional information on jobs and internships, information on lab resources, or for a calendar of activities, consult the Center’s web site, call, or drop-by the Center, Monday-Friday, 9 a.m.-5 p.m. DISABLED STUDENTS PROGRAM Disabled Students’ Program http://dsp.berkeley.edu/ 260 César E. Chávez Student Center, #4250 (510) 642-0518 (TDD: 642-6376) The campus offers many different resources for graduate students with disabilities. The Disabled Students’ Program (DSP) assists students with physical disabilities, visual and hearing impairments, learning disabilities, non-apparent conditions, chronic illnesses, psychological disabilities, attention deficiency disorders, sustained brain injuries, and temporary disorders. Services include help with enrollment and registration, accommodations for class assignments and tests, computer consultation, support groups, attendant referral, housing, financial advising, equipment loans, interpreters, readers, note takers, typists, laboratory assistants, and access to state-of-the-art technology. The purpose of an academic accommodation is to offer the graduate student an equal opportunity to meet the department’s academic standards and requirements. The Disabled Students Program serves graduate students with disabilities (who complete the process for establishing eligibility) by authorizing academic accommodations. Disabled Access Services MSW Program Manual School of Social Welfare University of California, Berkeley School and Campus Resources I 89 (http://access.berkeley.edu; 643-6473 or 643-6456) can usually assist with accommodations to extra-curricular events. Most physical access issues are addressed in the Campus Access Guide (http://acads.chance.berkeley.edu/CAG). Any problems with accommodations may be reported to the campus Disability Resolution Officer (http://acads.chance.berkeley.edu/ada.shtml; 6422795). HEALTH AND WELLNESS SERVICES University Health Services: The Tang Center http://uhs.berkeley.edu/ 2222 Bancroft Way (510) 642-8000 If a medical or emotional problem arises during a student’s academic career, the staff of physicians, nurses, counselors, health educators, and other professionals at University Health Services (also known as the Tang Center) is there to help. UHS activities concentrate on three major areas: medical services, health promotion, and counseling. UHS also provides health insurance plans. All Berkeley students and their spouses or domestic partners can use UHS. (Spouses and domestic partners pay additional fees.) Registration fees subsidize the medical, health promotion and counseling services at the Tang Center and, with the exception of nominal fees in some cases, these services are available at no extra charge to students. For health services outside the Tang Center students are required to carry major medical insurance and are automatically enrolled in the Student Health Insurance Plan, which is administered by UHS. Counseling and Psychological Services at the Tang Center http://uhs.berkeley.edu/students/counseling/cps.shtml 2222 Bancroft Way #4300 (510) 642-9494 Counseling and Psychological Services (CPS) provides brief counseling to students with personal, academic or career concerns. Professional counselors can talk with students about a number of concerns, including career, academic, and personal issues; family or relationship issues, or coping with personal crises. Counselors are a multicultural group of social workers, psychologists, and psychiatrists, who try to accommodate students' preferences regarding counselor gender, ethnicity, and sexual orientation. For many concerns, meeting with a counselor at CPS may be the best option. Talking with a counselor in a confidential, nonjudgmental atmosphere can aid in self-understanding and in solution of personal issues. CPS offers short-term counseling for individuals and groups. Groups and workshops are available on a variety of topics. If the counseling offered at CPS is not right for a student, CPS will help the student find referrals in the community where sliding scale and low fee options are available. All graduate students are eligible for CPS services, regardless of their insurance coverage. There is no charge for the initial counseling consultation or the first two appointments following the consultation. After that, there is an appointment fee. The Social Services staff of CPS provides individual and group counseling, advocacy and referrals, and care management in the following specialized areas: sexual assault, pregnancy, drug and alcohol use, dating/domestic violence, nutrition, and serious medical illness or injury. MSW Program Manual School of Social Welfare University of California, Berkeley 90 I School and Campus Resources GRADUATE STUDENT PARENT RESOURCES Here are some resources for helping graduate student parents meet family care obligations while pursuing graduate study at Berkeley: Families Matter: A Guide for Graduate Student Parents [PDF] http://www.grad.berkeley.edu/publications/pdf/parents_guide.pdf Child Care: University Early Childhood Education Program http://www.housing.berkeley.edu/child/ 2610 Channing Way (510) 642-1827 The University Early Childhood Education Program serves registered Berkeley student parents with children from three months to seven years old. Priority is given to families with children currently enrolled in the program and then to low-income families with child care need (generally, parents must be in school full time or working). Student families eligible for subsidy pay fees on a sliding scale, based on family income and family size. Some full-fee spaces are also available. Parents are asked to participate at the child care centers one to two hours per week. Spaces are limited. Applications are accepted year-round, but admissions process begins midMay for the fall semester and mid-November for spring semester. Student Family Housing http://www.housing.berkeley.edu/livingatcal/graduatestudents.html Student Family Housing is available to married students and students with a domestic partner, with or without children, and to single student parents. Berkeley Parents Network http://parents.berkeley.edu Extensive web-based resource containing thousands of pages of recommendations and advice contributed by members of the Berkeley Parents Network, a parent-to-parent email network for the community of parents in the San Francisco Bay Area, including Berkeley student parents. CAMPUS OMBUDS OFFICE Ombuds Office for Students & Postdoctoral Appointees http://campuslife.berkeley.edu/ombuds 102 Sproul Hall (510) 642-5754 The Ombuds Office for Students and Postdoctoral Appointees provides informal and impartial conflict resolution services. The Ombudsperson operates as a designated neutral and independent agent of justice in University-related matters, including academic as well as administrative concerns. All matters referred to this office are held in strict confidence. The only exception, at the sole discretion of the Ombudsperson, are cases where there appears to be imminent threat of serious harm. MSW Program Manual School of Social Welfare University of California, Berkeley School and Campus Resources I 91 CENTER FOR STUDENT CONDUCT AND COMMUNITY STANDARDS Center for Student Conduct and Community Standards http://campuslife.berkeley.edu/conduct 2536 Channing Way, Building E (510) 643-9069 The Center for Student Conduct and Community Standards (“Student Conduct”) investigates and resolves cases of individual and student organizational misconduct, including allegations of academic dishonesty, forgery, hazing, inappropriate use of University resources, computerrelated violations, misuse of alcohol or drugs, physical abuse and threats of violence, and sexual harassment or assault. The Berkeley Code of Student Conduct outlines expectations for student behavior as well as the process for determining if students violated the Code, and the consequences (or sanctions) that can be imposed. The Code of Student Conduct is enforced on all University-owned or operated properties, at all University-sponsored events, and off-campus within the limitations defined in the Code. Student Conduct works in conjunction with academic departments, residential units, health services, and campus and local police to ensure that the campus environment is as safe and productive as possible. The Code of Student Conduct is available at: http://students.berkeley.edu/uga/conduct.pdf Please contact the Center for Student Conduct and Community Standards with any questions about the Code or related processes. GRADUATE DIVISION ACADEMIC SERVICES Graduate Division http://www.grad.berkeley.edu/acapro/academic_services.shtml 321 Sproul Hall (510) 643-9392 The Graduate Division Academic Services Unit assists graduate students in the development of academic skills necessary of their graduate programs such as academic writing, grant writing, dissertation writing, editing, and preparing articles for publication. This unit offers workshops, writing groups, or individual consultations on these topics for graduate students. For a list and description of services offered, please see the Academic Services bulletin: http://www.grad.berkeley.edu/acapro/pdf/academic_services.pdf. GENDER EQUITY RESOURCE CENTER Gender Equity Resource Center http://geneq.berkeley.edu/ 202 Cesar Chavez Student Center (510) 643-5730 The Gender Equity Resource Center (GenEq) is a UC Berkeley campus community center committed to fostering an inclusive Cal experience for all. GenEq is the campus location where students, faculty, staff and alumni connect for resources, services, education and leadership programs related to gender and sexuality. The programs and services of the Gender Equity Resource Center are focused into four key areas: Women; Lesbian, Gay, Bisexual, & Transgender (LGBT); Sexual & Dating Violence; and Hate Crimes & Bias Driven Incidents. MSW Program Manual School of Social Welfare University of California, Berkeley 92 I School and Campus Resources ASUC STUDENT LEGAL CLINIC ASUC Student Legal Clinic http://studentlegalclinic.berkeley.edu/ 300A Eshleman Hall (510) 642-9986 The SLC is a comprehensive legal resource center that helps students make correct decisions about legal problems. The clinic offers information on topics such as bankruptcy, consumer issues, contracts, court appearances, divorce, immigration, insurance, small claims, and traffic violations. The SLC does not give legal advice. MSW Program Manual School of Social Welfare University of California, Berkeley Student Rights, Responsibilities and Professional Standards The following educational and professional standards, policies and procedures set forth the rights, responsibilities and expectations of all students pursuing graduate study at Berkeley. ACADEMIC AND PROFESSIONAL STANDARDS FOR MASTERS (MSW) PROGRAM I. Overview This section sets forth the Academic and Professional Standards for the Masters (MSW) Program of the University of California (“the University” or “Berkeley”), School of Social Welfare (“the School”). Matters of academic policy reside with the Faculty of the School of Social Welfare, per the Bylaws and Regulations of the Berkeley Division of the Academic Senate, via the MSW Program Committee and the School of Social Welfare Executive Committee. The Executive Committee, per the By-Laws of the Faculty of the School of Social Welfare, “administer[s] the rules and policies established by the Faculty, and exercise[s] general supervision of the educational policies and programs of the School.” The policies and procedures herewith are guided by the following regulations pertaining to accredited MSW programs, graduate study at Berkeley, and the professional practice of social work: • Berkeley Campus Code of Student Conduct http://campuslife.berkeley.edu/code-of-conduct • Berkeley Campus Policy for Accommodating the Academic Needs of Students with Disabilities http://dsp.berkeley.edu/accommodationpolicy.html • Berkeley Guide to Graduate Policy http://grad.berkeley.edu/policies/guides/category/ggp/ • Council on Social Work Education Educational Policy and Accreditation Standards http://www.cswe.org/Accreditation/2008EPASDescription.aspx • National Association of Social Workers Code of Ethics http://www.socialworkers.org/pubs/code/default.asp • School of Social Welfare Field Instruction Guide http://socialwelfare.berkeley.edu/FieldEducation/FIGuide.shtml • School of Social Welfare MSW Program Manual http://socialwelfare.berkeley.edu/CurrentStudents/MSW_handbook_12.pdf 94 • I Student Rights, Responsibilities and Professional Standards State of California Statutes and Regulations Pertaining to the Practice of Clinical Social Work http://www.bbs.ca.gov/pdf/publications/lawsregs.pdf II. Roles and Responsibilities Academic Coordinator • Implement, monitor and evaluate policies and procedures established by the faculty for the MSW Program. Faculty • • Provide advising on academic and professional issues. Evaluate students’ academic and professional performance. Graduate Programs Advisor • • • Provide advising on academic and administrative issues. Monitor students’ academic progress. Liaison to Graduate Division and other campus offices. Students • • • Fully acknowledge, understand and abide by the Academic and Professional Standards for the Masters (MSW) Program, and the academic policies and procedures detailed in the MSW Program Manual; Field Instruction Guide; and the Graduate Division Guide to Graduate Policy. Seek out and utilize appropriate School and campus resources to support or improve academic and professional performance as necessary. Register with the Disabled Students Program (DSP) if academic accommodations are needed to successfully complete any academic or field education requirements. III. Academic and Professional Advising Policies and Procedures A) Individual Academic Advising 1. Academic advising is a major responsibility of the faculty, and all permanent faculty members (Senate and Non-Senate) serve as MSW program advisers. Individual faculty members are assigned to students to provide personal, one-on-one advising on academic and professional issues and to provide information, as necessary, to address special academic needs or problems. 2. Advisers are expected to meet with new MSW students during New Student Orientation week and should be actively available at other appropriate times throughout the student’s course of study. Faculty advisers should attend and actively participate in the concentration group advising sessions that are offered every semester. Faculty members should post extra office hours for mid-semester pre-enrollment advising each Fall and Spring. 3. It is the academic adviser’s responsibility, in conjunction with the Graduate Programs Advisor, to help students select a program of study that meets the minimum requirements for the MSW degree while optimizing their academic and professional goals. The academic adviser’s responsibilities include: a. Interpreting the academic requirements of the School and the University. b. Assisting students in selecting appropriate elective courses. MSW Program Manual School of Social Welfare University of California, Berkeley Student Rights, Responsibilities and Professional Standards I 95 c. Advising students, as necessary, on procedures for program changes, course exemptions, special programs, or withdrawals and readmissions. d. Advising students on their academic progress in a systematic and timely manner per SSW performance review procedures; if necessary, establish a remediation plan with students who are making unsatisfactory progress, specifying benchmarks and deadlines when issuing a warning or requesting the student be placed on official probation by Graduate Division. e. Referring students to appropriate campus resources for assistance with nonacademic issues. f. Providing information requested by the Dean, Academic Coordinator, or Field Consultants, about students’ progress toward their degree. 4. It is the responsibility of the field faculty to provide information, advising and consultation regarding all aspects of field education. 5. Academic advisers are NOT responsible for career counseling, financial aid advising, or personal counseling. a. Academic advisers should refer students to appropriate campus resources concerning the above. b. Academic advisers should be familiar with campus protocol contained in the “Gold Folder” regarding students of concern and student mental wellness issues. 6. It is the student’s responsibility to follow up with any referral and engage additional campus advising resources as needed for support and assistance with non-academic issues. B) Individual Academic Advising 1. Teaching and field faculty in each program concentration area compose Concentration Advising Groups, whose primary role is academic advising. Through group meetings and special events, it is the responsibility of these groups to guide MSW students through the four semesters of the degree program by: (a) Interpreting the academic and field work requirements of the concentration, the School, and the University. (b) Assisting students in selecting appropriate elective courses. (c) Advising on procedures for program changes, course exemptions, and special programs. (d) Sponsoring and publicizing special events and activities related to academic, career, and professional development. (e) Facilitating faculty-student communications on curriculum and professional issues. 2. Concentration Advising Groups will convene during Orientation Week each August and during mid-semester in each Fall and Spring term prior to the Tele-BEARS course enrollment period. MSW Program Manual School of Social Welfare University of California, Berkeley 96 I Student Rights, Responsibilities and Professional Standards C) Procedural and Administrative Advising The Graduate Programs and Admissions Advisor and additional professional staff in the student services office are responsible for providing day-to-day procedural and administrative advising concerning enrollment; degree requirements and progress; petitions; and School, Graduate Division, and University policies in general. IV. Criteria for Evaluating Academic and Professional Performance A) Standards for Academic Performance 1. To be considered in good academic standing students must: a. b. c. d. maintain a cumulative grade-point average of at least 3.0; maintain a passing grade in field placement; have no more than two Incomplete [I] grades on their academic record; and have not received warning letters from the department or been placed on formal probation for academic or clinical deficiencies. 2. Grades for work of Berkeley graduate students are issued and reported in accordance with Berkeley Division Regulation A201. a. Units for grades below C- may not be counted toward degree requirements. b. Graduate students in good academic standing may receive credit for courses graded Satisfactory [S] to a limit of one-third of the total units undertaken and passed on the Berkeley Campus. A Satisfactory grade implies work of B minus quality or better. 3. Units from a course graded Unsatisfactory [U] may not be counted toward fulfillment of students’ degree programs. Failure to achieve a Satisfactory grade in field placement will lead to dismissal from the MSW Program. 4. No social work course or field credit towards the MSW degree is granted for life experience or previous work experience. 5. If a student’s academic performance is determined to be below standard, the School may 1) send the student a warning letter, with a copy to the Graduate Division, apprising the student of his or her insufficient academic progress; or 2) write to the Graduate Division requesting to place the student on formal probation, with the consequence that the student is ineligible to receive a fellowship or hold an academic appointment. B) Evaluation of Professional Competence and Ability Students are evaluated on their ability to demonstrate mastery of the knowledge and skills necessary to meet the standards of professional performance and success in the field of social work. 1. “Students are assessed on their mastery of the competencies that comprise the accreditation standards of the Council on Social Work Education. These competencies are dimensions of social work practice that all social workers are expected to master during their professional training.” 1 1 Council on Social Work Education, Assessment of Student Learning Outcomes Form, downloaded December 17, 2012 from http://www.cswe.org/Accreditation/Reaffirmation.aspx. MSW Program Manual School of Social Welfare University of California, Berkeley Student Rights, Responsibilities and Professional Standards I 97 2. Student performance in field placement is evaluated according to the Social Work Practice Competencies for Field as outlined in the Field Instruction Guide and the “Field Education” chapter of the MSW Program Manual. V. Standards and Expectations for Professional Social Work Education A) Academic Integrity 1. Students are expected to fully participate in the learning process; to carry out, to the best of their ability, their academic responsibilities; and to complete their coursework and field education obligations fully and honestly. 2. All students are required to maintain the highest standards of academic integrity and adhere to the campus standards of academic conduct as specified in the Berkeley Campus Code of Student Conduct. 3. All forms of academic misconduct, including but not limited to cheating, fabrication, plagiarism, or facilitating academic dishonesty, are grounds for disciplinary action, which may include suspension or dismissal from the program. All faculty dispositions of academic misconduct violations will be reported to the Center for Student Conduct for record-keeping purposes, regardless of whether a case is referred to the Center for further action. 4. Instructors may assign a failing grade for any work produced by cheating, without determining whether the student has a passing knowledge of the relevant factual material. An instructor also has the right to assign a final grade of “F” for the course if a student plagiarized any assignment for a portion of the course, even if the student has successfully and, presumably, honestly passed the remainder of the course. 5. Any student who knowingly aids in plagiarism or other cheating, e.g., allowing another student to copy a paper or examination question, is as guilty as the cheating student. B) Ethical Standards and Obligations In all its activities the School of Social Welfare is committed to upholding the ethical standards required of social workers in their relationships with clients, colleagues, coworkers, and members of the public. Students are expected to engage in ethical conduct and decision-making in accordance with the values, ethics and standards established for the profession of social work, as formalized in the NASW Code of Ethics. Violation of ethical standards may result in disciplinary action. C) Professional Conduct Students must be able to: 1. Act ethically in conformity with the law, agency and University standards, and social work values. 2. Demonstrate professional demeanor in behavior, appearance, and communication. 3. Demonstrate suitability for the profession and commitment to the profession’s core values of service, social justice, honesty, and competence. 4. Maintain constructive interpersonal relations with Berkeley faculty and staff, field agency representatives, fellow students, and other professional colleagues. MSW Program Manual School of Social Welfare University of California, Berkeley 98 I Student Rights, Responsibilities and Professional Standards 5. Understand and adhere to the academic policies and procedures detailed in the School of Social Welfare MSW Program Manual and Field Instruction Guide. 6. Deal with conflict and disagreement in a respectful and forthright manner. 7. Follow the University of California, Berkeley Principles of Community and show respect and courtesy to other members of the campus community. D) Essential Performance Expectations 1. Communication: Students are expected to communicate effectively and respectfully with others orally and in writing in all communication modes. 2. Self-Awareness and Reflection: Students are expected to increasingly selfmonitor to assess their own suitability for professional practice, and engage in selfcorrection to change behavior that interferes with academic or professional performance. 3. Judgment: Students are expected to apply sound professional and personal judgment and effectively attend to professional roles and boundaries. 4. Cross-Cultural Skills: Students are expected to progressively acquire crosscultural proficiency sufficient to successfully work in a wide variety of diverse groups and communities. Cross-cultural proficiency includes eliminating displays of personal bias and imposition of personal values on others, as well as approaching differences with an attitude of humility and respect, acknowledging the importance of cultural differences in shaping life experiences. 5. Emotional Management and Coping: Students are expected to discreetly handle any personal emotional distress in a manner that enables them to remain consistently engaged, attentive to duties, and professional in conduct and attitude. 6. Physical Abilities: Students are expected to have sufficient physical and mental capacities, with or without accommodation, to meet the demands of a professional degree program, including concurrently attending classes and completing field education placements. VI. Accommodations for Students with Disabilities For a student to be entitled to a disability-related academic adjustment or accommodation, the student must obtain a Letter of Accommodation from the Disabled Students Program (DSP). When the student’s request for accommodation is expected to impact normative time for completing the graduate program, DSP ordinarily interacts with appropriate graduate program representatives. VII. Review of Academic and Professional Performance A) Departmental Review of Student Progress The School of Social Welfare regularly monitors overall progress toward degrees for all graduate students: 1. Halfway through each semester, the Graduate Programs Advisor reviews the BearFacts Midterm Grade Deficient Report and, at the end of each semester, the final grade report for the semester. Additionally, during Week 7 and 14, the Graduate Programs Advisor solicits feedback from faculty advisors and departmental teaching staff regarding students of concern. Faculty advisors and MSW Program Manual School of Social Welfare University of California, Berkeley Student Rights, Responsibilities and Professional Standards I 99 departmental teaching staff may also alert the Graduate Advisor of student issues at any point during the semester. 2. For students whose academic progress is or may be in jeopardy, the Graduate Programs Advisor and/or the Coordinator of Academic Programs will facilitate communication with and between the student and the assigned faculty advisor to agree upon a remediation plan. Written documentation of the plan should be retained in the student’s academic record. 3. Students whose grade-point average falls below 3.0 will receive a letter from the Graduate Division informing them that they have been placed on academic probation and are subject to dismissal if their GPA remains below the minimum 3.0 requirement by the end of the following semester. 4. In consultation with the Graduate Advisor, Director of Student Services, Director of Field Education, Faculty Advisor, Head Graduate Advisor, and/or student’s teaching staff for the term, the School may move forward with a Formal Performance Review as warranted or necessary under VII.B.1 below. B) Addressing Violations of or Failure to Meet Academic and Professional Standards 1. Circumstances that may result in a review of a student’s academic or professional performance can include (but are not limited to) any of the following: (a) Failure to meet or maintain any of the Academic and Professional Standards for performance stated herein; or contained in the MSW Program Manual, Field Instruction Guide, or Graduate Division Guide to Graduate Policy. (b) Any violation of field placement agency policies, procedures or regulations. (c) Violations of the NASW Code of Ethics or the Berkeley Campus Code of Student Conduct. (d) Any form of scholastic dishonestly or other violation of academic integrity. (e) Any threat or attempt to harm oneself or others. (f) Commission of a criminal act that is contrary to professional practice. (g) Consistent pattern of unprofessional behavior. 2. Performance review procedures: (a) Informal review with the student and faculty member should occur first, when a concern is raised about meeting academic or professional performance standards. The goal of an informal review is to address concerns directly with the student, and work toward a mutual understanding of and resolution to the concern(s). Written documentation of any agreed-upon remediation plan should be retained in the student’s academic record. Students and faculty members may consult with professional advising and student services staff, as well as other campus resources, for advice and technical assistance with campus policies and procedures. MSW Program Manual School of Social Welfare University of California, Berkeley 100 I Student Rights, Responsibilities and Professional Standards (b) When a situation warrants a Formal Performance Review: i. The student will be notified in writing of: ii. iii. 1. The nature of the problem or deficiency; 2. The steps to be taken to correct the deficiency; 3. A reasonable period in which to correct the problem or to show acceptable improvement; and 4. An approximate date on which the student’s record will next be reviewed. The Graduate Programs Advisor and/or Coordinator of Academic Programs will facilitate communication with and between the affected parties and the Head Graduate Adviser to pursue resolution. If a student’s performance is assessed as below or in violation of academic or professional performance standards, the Head Graduate Adviser may: 1. send the student a warning letter, with a copy to the Graduate Division, apprising the student of his or her insufficient academic or professional progress; or 2. write to the Graduate Division requesting to place the student on formal probation. iv. Placement of a student on formal probation is required before the student can be dismissed from the program. If the student fails to remove the probationary status in the following semester, the student is subject to further review and/or dismissal from the program. C) Dismissal from the Social Welfare Graduate Program 1. A student may be subject to dismissal for: (a) Failure to correct academic deficiencies, as determined by the department and the Graduate Division, after a reasonable, established period of probation. (b) Failure to meet the necessary clinical standards in a professional program. (c) Violations of the Code of Student Code as determined by the Vice Chancellor, Division of Student Affairs at the recommendation of the Office of Student Conduct and with the concurrence of the Graduate Dean. 2. If the Head Graduate Adviser believes that it is unlikely that a student on probation can improve his or her record or that the student is unable to meet requirements for the degree, the Head Graduate Adviser will recommend dismissal to the Dean of the Graduate Division. 3. The Graduate Division reviews the records of all students on probation to determine if they should be dismissed. 4. Only the Dean of the Graduate Division has the authority to place a student on probation, to remove probationary status, and, if necessary, to dismiss a student from graduate standing. MSW Program Manual School of Social Welfare University of California, Berkeley Student Rights, Responsibilities and Professional Standards I 101 VI. Student Grievance and Appeal Procedures A) Purpose and Scope 1. The purpose of this procedure is to afford graduate students in the School of Social Welfare an opportunity to resolve complaints about dismissal from graduate standing, placement on probationary status, denial of readmission, or other administrative or academic decisions that terminate or otherwise impede progress toward academic or professional degree goals. This procedure may also be used to resolve disputes over joint authorship of research in accordance with joint authorship policies of campus departments or units. 2. The scope of this procedure is limited to the matters listed above, and excludes complaints regarding denial of admission, student records, grades in courses of instruction, student employment, student discipline, and auxiliary student services (such as housing, child care, etc.). (a) This procedure may not be used for complaints regarding actions based solely on faculty evaluation of the academic quality of a student’s performance, or decanal evaluation of a student’s appropriate academic progress, unless the complaint alleges that the actions may have been influenced by non-academic criteria. (b) Grievances by students concerning grades are addressed according to the Academic Senate policies and procedures for grade appeals under Berkeley Division Regulation A207. 3. This procedure is provided for continuing and returning graduate students in the School of Social Welfare on the Berkeley campus. It may not be used by applicants for admission, or students registered in social welfare graduate courses through University Extension, the Graduate Theological Union, or other cross-registration agreements. A student may bring a complaint individually or may file a complaint jointly with other students when each claims injury as a result of the same alleged action(s). B) Informal Resolution Procedures 1. Students are encouraged to first pursue informal resolution of a complaint by meeting with their faculty advisor or the Coordinator of Academic Programs to discuss the complaint and explore possible avenues of resolution. 2. Attempts at informal resolution within the School of Social Welfare must be initiated within 30 days from the time at which the student knew or could reasonably be expected to have known of the action being appealed. The informal resolution process should be concluded within 60 days of initiation. 3. If a satisfactory resolution has not be reached through informal resolution, the student may initiate a formal resolution process within the School of Social Welfare. C) Formal Resolution Procedures in th4e School of Social Welfare 1. A student who wishes to initiate a formal resolution of grievance must submit a written complaint to the Dean of the School of Social Welfare. The Dean must receive the written complaint within 15 days of the time the student is notified of the informal review process outcome, or if no informal review has been MSW Program Manual School of Social Welfare University of California, Berkeley 102 I Student Rights, Responsibilities and Professional Standards timely initiated, no more than 60 days from the time at which the student knew or could reasonably be expected to have known of the action being appealed. 2. The complaint should indicate the action(s) being appealed, the date(s) the action(s) occurred, the grounds upon which the appeal is based, and the relief requested. 3. The written statement should include notice to the Dean of Social Welfare if the student bringing the appeal will be represented by counsel or other representative. The letter should also include a description of the results of any informal resolution process, and any background information that the student deems pertinent to the case. 4. For a complaint to be reviewed under the formal resolution process, it must be based on one or more of the following grounds: (a) Procedural error or violation of official policy by academic or administrative personnel. (b) Judgments improperly based upon non-academic criteria including, but not limited to, discrimination or harassment on the basis of race, color, national origin, religion, sex, disability, age, medical condition, ancestry, marital status, citizenship, sexual orientation, or status as a Vietnam-era veteran or special disabled veteran. (c) Special mitigating circumstances beyond the student’s control not properly taken into account in a decision affecting the student’s academic progress. 5. Upon receipt of the written complaint, the Dean of the School of Social Welfare may meet with the complainant and attempt to resolve the problem, or may appoint an Ad Hoc Committee to investigate the complaint. The committee shall make a recommendation to the Dean for resolution of the complaint. The investigation may include an interview with the complainant, a review of any relevant written materials, and an effort to obtain information from available witnesses (i.e., interviews or written statements or documents). The committee’s investigation should be concluded and student notified of the outcome within 90 days of initiation of the formal appeal. The Dean of the School of Social Welfare will notify the student in writing of the outcome. 6. Time Limits: All time frames referred to in this procedure refer to calendar days. Summer and inter-semester recesses are not included within these time frames. The Dean of the School of Social Welfare may extend time limits for good cause upon notice to all parties involved. D) Complaints Involving Discrimination If a complainant alleges discrimination or harassment on the basis of sex, race, national origin, color, age, religion, sexual orientation, or disability, the department will consult the appropriate campus compliance officers prior to commencing informal or formal resolution. E) Graduate Appeal Procedure If a student is not satisfied with the resolution of a grievance under the School’s procedure, the complaint may be brought to the Graduate Division under the Graduate Appeal Procedure (http://www.grad.berkeley.edu/policies/pdf/gradappeal.pdf). A formal appeal under this procedure must be received in the Office of the Dean of the MSW Program Manual School of Social Welfare University of California, Berkeley Student Rights, Responsibilities and Professional Standards I 103 Graduate Division within fifteen days of when the student knew or could reasonably be expected to know of the final decision made by the Dean of the School of Social Welfare in regards to the student’s complaint. ACCOMMODATION OF RELIGIOUS CREED In compliance with Education code, Section 92640(a), it is the official policy of the University of California at Berkeley to permit any student to undergo a test or examination, without penalty, at a time when that activity would not violate the student's religious creed, unless administering the examination at an alternate time would impose an undue hardship which could not reasonably have been avoided. Requests to accommodate a student's religious creed by scheduling tests or examinations at alternative times should be submitted directly to the faculty member responsible for administering the examination. Reasonable common sense, judgment and the pursuit of mutual goodwill should result in the positive resolution of scheduling conflicts. The regular campus appeals process applies if a mutually satisfactory arrangement cannot be achieved. E-MAIL COMMUNICATION POLICY Per campus policy, all University of California, Berkeley students must establish a berkeley.edu e-mail address. Students are responsible for keeping the address current and for regularly monitoring their e-mail for official communications from the University. • To create a berkeley.edu e-mail account using the campus CalMail service, visit the CalMail homepage at https://calmail.berkeley.edu/. • You may view the complete campus e-mail policy at http://campuspol.chance.berkeley.edu/policies/StudentEmail.pdf. OTHER CAMPUS COMPLAINT PROCEDURES Berkeley Campus Student Grievance Procedure: This procedure should be used for graduate student complaints alleging discrimination based upon race, color, national origin, sex, disability, age, sexual orientation, or inappropriate application of University rules or policies resulting in injury to the student, provided that the complaint does not allege that the discrimination or misconduct interfered with the graduate student’s academic progress. http://students.berkeley.edu/uga/grievance.stm Berkeley Campus Policy on Sexual Harassment and Complaint Resolution Procedures: This procedure should be used for graduate student complaints of sexual harassment where the complaint does not allege interference with academic progress. This procedure may be used to attempt informal resolution of sexual harassment complaints prior to bringing the complaint under the Graduate Appeals Procedure in cases where the complaint does include allegations of interference with academic progress: http://ccac.berkeley.edu/procedures.shtml. Berkeley Campus Policy for Accommodating the Academic Needs of Students with Disabilities: This procedure should be used for graduate student complaints about the provision of appropriate academic accommodations in classes or research in which the student with disabilities is currently participating. Complaints about the provisions of appropriate academic MSW Program Manual School of Social Welfare University of California, Berkeley 104 I Student Rights, Responsibilities and Professional Standards accommodations in classes or research in which the student is no longer participating should be brought under the Graduate Appeals Procedure: http://dsp.berkeley.edu/berkacompolicy.html. Berkeley Campus Policy Governing Disclosure of Information from Student Records: This procedure should be used for complaints regarding access to student records and for complaints alleging that student records are inaccurate, misleading, inappropriate or otherwise maintained in violation of student rights to privacy: http://registrar.berkeley.edu/ferpa.html. Regulation A207 of the Berkeley Division of the Academic Senate: This procedure should be used for complaints regarding grades in courses of instruction that are based on the application of non-academic criteria: http://academic-senate.berkeley.edu/committees/re/regulationsuniversity-california-berkeley-division-academic-senate#207. CAMPUS DISCIPLINARY PROCEDURES Complaints brought under the Graduate Appeals Procedure may include allegations of serious misconduct by University students, staff or faculty. Neither the Dean of the Graduate Division nor the Administrative Committee of the Graduate Council has jurisdiction under these procedures to impose discipline in cases of alleged misconduct. In such cases, the aspects of the case that fall within this procedure will be resolved. Any allegations of student, staff, or faculty misconduct will be referred to the appropriate disciplinary procedure for investigation and action where warranted. University of California at Berkeley Code of Student Conduct: This contains the University guidelines on student conduct and student disciplinary procedures. http://students.berkeley.edu/uga/conduct.asp Academic Personnel Manual Section 015: This contains the University policy on Faculty Conduct and the Administration of Discipline, including the Faculty Code of Conduct. http://www.ucop.edu/acadadv/acadpers/apm/apm-015.pdf Staff Personnel Policy, Administrative and Professional Staff Program Policy, Management and Professional Program Policy, Executive Program Policy and Collective Bargaining Agreements: Each of these documents contains conduct guidelines and disciplinary procedures for University employees in these programs. http://hrweb.berkeley.edu/ Guidelines Relating to Misconduct in Science: This document issued by the Chancellor’s Office describes procedures for investigating allegations of scientific misconduct. http://vcresearch.berkeley.edu/research-policies/research-compliance/research-misconduct NONDISCRIMINATION AND SEXUAL HARASSMENT POLICIES The University of California, in accordance with applicable Federal and State law and University policy, does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, pregnancy (including pregnancy, childbirth, and medical conditions related to pregnancy or childbirth) physical or mental disability, medical condition (cancer related or genetic characteristics), ancestry, marital status, age, sexual orientation, citizenship, or service in the uniformed services (including membership, application for membership, performance of service, application for service, or obligation for service in the uniformed services). The MSW Program Manual School of Social Welfare University of California, Berkeley Student Rights, Responsibilities and Professional Standards I 105 University also prohibits sexual harassment. This nondiscrimination policy covers admission, access, and treatment in University programs and activities. The University of California is committed to creating and maintaining a community where all persons who participate in University programs and activities can work and learn together in an atmosphere free of all forms of harassment, exploitation, or intimidation. Every member of the University community should be aware that the University is strongly opposed to sexual harassment, and that such behavior is prohibited both by law and by University policy. The University will respond promptly and effectively to reports of sexual harassment, and will take appropriate action to prevent, to correct, and if necessary, to discipline behavior that violates this policy. Inquiries regarding student-related nondiscrimination policies and procedures may be directed to the Berkeley Campus Climate and Compliance Office at (510) 643-8499 or online: http://ccac.berkeley.edu. RELEASE AND DISCLOSURE OF STUDENT RECORDS Once an admitted applicant submits a Statement of Intent to Register (SIR) to the University, she or he is considered a student whose records are subject to privacy protections governed by the Federal Family Educational Rights and Privacy Act (FERPA) and the Berkeley campus' policies implementing these regulations. Prior to submitting the SIR, a student's records are subject to different privacy protections under the Information Privacy Act. The Berkeley Campus Policy Governing Disclosures of Information from Student Records, is available online at http://registrar.berkeley.edu/GeneralInfo/ferpa.html. The campus policy defines "public records" which may be released without prior student consent, describes the record access rights of applicants who have not been admitted or enrolled at the Berkeley campus, and describes the conditions under which students may waive the right of access to their records. The following types of information are considered matters of public record. This information is released, provided it is available, when it is requested in writing. The information is not released if the student requests in writing that it not be disclosed as a matter of public record: Name of student. Dates of attendance. Major field of study. Degrees granted at Berkeley and date. Name of the most recently attended institution, prior to Berkeley. Public information about students may be shared with potential and assigned field placement agencies. Confidential Records All other records, such as general correspondence, admission applications, and academic transcripts, are confidential. The following persons have access to these records: the Office of the President of the University, the Ombudsperson, and the academic and non-academic staff of the School. Other campus personnel are granted access when it is necessary for the normal performance of their assigned duties. Field placement agencies may obtain information MSW Program Manual School of Social Welfare University of California, Berkeley 106 I Student Rights, Responsibilities and Professional Standards necessary to the assignment and supervision of students in field work placements. The procedures by which students and persons or organizations outside the campus may gain access are described below. Procedures for Access to Confidential Records By the Student Students have the right to inspect their own confidential records provided they make a request in writing. Letters of recommendation and statements of evaluation dated before January 1, 1975 are not disclosed since these are not covered by authorizing legislation. Access to the records will be provided no later than 45 calendar days after receipt of student’s request. By a Third Party Disclosure to a third party can be made only with the written consent of the student, naming the third party, the records to be released, and the reasons for the disclosure. There are certain exceptions under which information about confidential records may be released by the School without the written consent of the student, for example by judicial order, to accrediting organizations, for research purposes, or under certain conditions connected with financial aid. In emergency health and safety situations, and at the discretion of the UC Police Department and the Office of the Registrar, disclosure of a limited amount of information may be made to appropriate parties in connection with an emergency when the information is necessary to protect the health and safety of the student or other persons. Challenge of Records and Hearing School staff will interpret and explain the information in a student’s record upon request. If a student believes that his or her records include data which are inaccurate, misleading, inappropriate, or otherwise in violation of the student’s rights of privacy, an appointment should be made with the School’s Academic Coordinator to request that the records be amended. If the student is not satisfied with the result of the appointment, he or she may appeal to the Dean of the School. If the student is still not satisfied, there will be a hearing, presided over by a campus official or other party who does not have direct interest in the outcome of the hearing. The hearing will be within a reasonable length of time and will provide an opportunity for the correction or deletion of any inaccurate, misleading, or inappropriate data and for the inclusion in the student’s records of a written explanation. MSW Program Manual School of Social Welfare University of California, Berkeley Additional Resources LICENSURE AND THE LCSW The LCSW (Licensed Clinical Social Worker) is a professional license issued by the State of California, Department of Consumer Affairs, Board of Behavioral Sciences (BBS). It authorizes professional social workers to provide independent psychotherapy and other clinical services to individuals, couples, families, and groups. The license in California requires: Completion of the MSW degree. At least 104 weeks (two years) of appropriately supervised post-graduate clinical experience totaling 3,200 hours. Completion of pre-licensure courses in child abuse assessment and reporting (7 hours); human sexuality (10 hours); substance abuse and dependency (15 hours); spousal abuse (15 hours); and aging and long-term care (10 hours). Successful passage of “The LCSW Standard Written Examination” followed by successful passage of the “LCSW Written Clinical Vignette Examination.” The following courses in the School of Social Welfare meet pre-licensure requirements for the LCSW: HUMAN SEXUALITY: SOC WEL 250L Human Sexuality ALCOHOLISM AND OTHER CHEMICAL DEPENDENCY: SOC WEL 238B Drug and Alcohol Policy SOC WEL 250U (or SOC WEL 148) Substance Abuse Treatment CHILD ABUSE ASSESSMENT: SOC WEL250N Public Child Welfare SPOUSAL OR PARTNER ABUSE: SOC WEL245 Direct Practice in Health Settings SOC WEL250X Domestic Violence: Assessment and Prevention SOC WEL400 Field Practicum—Children and Families Concentration AGING AND LONG-TERM CARE SOC WEL226 Social Policy and Gerontology SOC WEL210C Aging Processes SOC WEL246 Direct Practice in Aging Settings If you graduate and still need to take some of these courses, you can take them after you graduate from accredited or approved universities; county, state, or governmental entities; or 108 I Additional Resources approved Continuing Education (CE) Providers. A list of approved providers is available on the “Forms and Publications” section of the BBS Web site. The “Forms and Publications” section of the BBS web site (http://www.bbs.ca.gov/forms.shtml) provides a number of resources to assist you in understanding licensing requirements, including student handbooks, guides to supervision, and answers to most frequently asked questions. For information on the social work license in other states, please check with the appropriate regulatory body in that state. A list of social work regulatory boards in each state may be found on the Association of Social Work Boards web site at http://www.aswb.org/. MSW Program Manual School of Social Welfare University of California, Berkeley Appendices MSW Program Manual School of Social Welfare University of California, Berkeley School of Social Welfare U NIVERSITY OF C ALIFORNIA , B ERKELEY Master of Social Welfare Curriculum Plan DIRECT PRACTICE IN CHILD AND FAMILY SERVICES Total minimum units required for degree = 48 Student Name: Student ID#: Semester/Year Admitted: Special Programs: ☐ IV-E Foundation Course # SOC WEL 200 SOC WEL 205 SOC WEL 220 SOC WEL 240 SOC WEL 241 SOC WEL 280 SOC WEL 400 SOC WEL 400B SOC WEL 401 SOC WEL 401 Expected Graduation: ☐ PPSC Course Title Human Behavior and the Social Environment Psychosocial Problems and Psychopathology Introduction to Social Welfare Policy Introduction to Social Welfare and Social Work Foundations of Social Work Practice Introduction to Social Welfare Research Introductory Practicum Field Integration Seminar First Year Field Practicum - Fall First Year Field Practicum - Spring Units 2 2 2 2 3 2 1 1 2 3 Sem/Yr Complete Advanced SOC WEL 230 SOC WEL 243 SOC WEL 282A SOC WEL 282B SOC WEL 401 SOC WEL 401 Social Policy: Children and Families Direct Practice in Child and Family Settings Seminar in Social Welfare Research I Seminar in Social Welfare Research II Second Year Field Practicum - Fall Second Year Field Practicum - Spring Elective in Diversity-competent Social Work: Elective in Practice Methods: Elective in Human Behavior & Social Environment: Elective in Social Policy: 2 2 2 2 6 6 2 2 2 2 Special Program Requirements IV-E: SOC WEL 250N Public Child Welfare 2 PPSC: SOC WEL 232 SOC WEL 250T 2 2 Social Work and Education Policy Social Work Practice in School Settings Additional Approved/Alternative Coursework MSW Program Manual School of Social Welfare University of California, Berkeley Exception School of Social Welfare U NIVERSITY OF C ALIFORNIA , B ERKELEY Master of Social Welfare Curriculum Plan DIRECT PRACTICE IN CHILD AND FAMILY SERVICES Minimum enrollment requirement is 12 units per semester. In the first semester (Year 1 - Fall) all students are enrolled in 14 units. Year 1 Fall – First Semester SOC WEL 200: SOC WEL 205: SOC WEL 220: SOC WEL 240: SOC WEL 241: SOC WEL 400: Human Behavior and the Social Environment Psychosocial Problems and Psychopathology Introduction to Social Welfare Policy Intro to Social Welfare Field and Profession Foundations of Social Work Practice Introductory practicum SOC WEL 401: First Year Field Practicum Spring – Second Semester SOC WEL 230: SOC WEL 243: SOC WEL 280: SOC WEL 400B: SOC WEL 401: Social Policy: Children and Families Direct Practice in Child and Family Settings Introduction to Social Welfare Research Field Integration Seminar First Year Field Practicum ELECTIVE Foundation Field Education is two days per week in Year 1. Year 2 Fall – Third Semester Spring – Fourth Semester SOC WEL 282A: Seminar in Social Welfare Research I SOC WEL 282B: Seminar in Social Welfare Research II SOC WEL 401: Second Year Field Practicum ELECTIVE ELECTIVE SOC WEL 401: Second Year Field Practicum ELECTIVE ELECTIVE SOC WEL 250N: Public Child Welfare SOC WEL 232: Social Work and Education Policy IV-E Only: PPSC Only: SOC WEL 250T: Social Work Practice in School Settings Advanced Field Education is three days per week in Year 2. MSW Program Manual School of Social Welfare University of California, Berkeley School of Social Welfare U NIVERSITY OF C ALIFORNIA , B ERKELEY Master of Social Welfare Curriculum Plan DIRECT PRACTICE IN COMMUNITY MENTAL HEALTH Total minimum units required for degree = 48 Student Name: Student ID#: Semester/Year Admitted: Expected Graduation: Special Programs: ☐ PPSC Foundation Course # SOC WEL 200 SOC WEL 205 SOC WEL 220 SOC WEL 240 SOC WEL 241 SOC WEL 280 SOC WEL 400 SOC WEL 400B SOC WEL 401 SOC WEL 401 Course Title Human Behavior and the Social Environment Psychosocial Problems and Psychopathology Introduction to Social Welfare Policy Introduction to Social Welfare and Social Work Foundations of Social Work Practice Introduction to Social Welfare Research Introductory Practicum Field Integration Seminar First Year Field Practicum - Fall First Year Field Practicum - Spring Units 2 2 2 2 3 2 1 1 2 3 Sem/Yr Complete Advanced SOC WEL 222 SOC WEL 244 SOC WEL 282A SOC WEL 282B SOC WEL 401 SOC WEL 401 Mental Health and Social Policy Direct Practice in Mental Health Settings Seminar in Social Welfare Research I Seminar in Social Welfare Research II Second Year Field Practicum- Fall Field Practicum - Spring Elective in Diversity-competent Social Work: Elective in Practice Methods: Elective in Human Behavior & Social Environment: Elective in Social Policy: 2 2 2 2 6 6 2 2 2 2 Special Program Requirements PPSC: SOC WEL 232 SOC WEL 250T Social Work and Education Policy Social Work Practice in School Settings 2 2 Additional Approved/Alternative Coursework MSW Program Manual School of Social Welfare University of California, Berkeley Exception School of Social Welfare U NIVERSITY OF C ALIFORNIA , B ERKELEY Master of Social Welfare Curriculum Plan DIRECT PRACTICE IN COMMUNITY MENTAL HEALTH Minimum enrollment requirement is 12 units per semester. In the first semester (Year 1 - Fall) all students are enrolled in 14 units. Year 1 Fall – First Semester SOC WEL 200: SOC WEL 205: SOC WEL 220: SOC WEL 240: SOC WEL 241: SOC WEL 400: Human Behavior and the Social Environment Psychosocial Problems and Psychopathology Introduction to Social Welfare Policy Intro to Social Welfare Field and Profession Foundations of Social Work Practice Introductory Practicum SOC WEL 401: First Year Field Practicum Spring – Second Semester SOC WEL 222: SOC WEL 244: SOC WEL 280: SOC WEL 400B: SOC WEL 401: Mental Health and Social Policy Direct Practice in Mental Health Settings Introduction to Social Welfare Research Field Integration Seminar First Year Field Practicum ELECTIVE Foundation Field Education is two days per week in Year 1. Year 2 Fall – Third Semester SOC WEL 282A: SOC WEL 401: Seminar in Social Welfare Research I Second Year Field Practicum ELECTIVE Spring – Fourth Semester SOC WEL 282B: SOC WEL 401: ELECTIVE PPSC Only: SOC WEL 250T: Social Work Practice in School Settings Seminar in Social Welfare Research II Second Year Field Practicum ELECTIVE ELECTIVE SOC WEL 232: Social Work and Education Policy Advanced Field Education is three days per week in Year 2. MSW Program Manual School of Social Welfare University of California, Berkeley School of Social Welfare U NIVERSITY OF C ALIFORNIA , B ERKELEY Master of Social Welfare Curriculum Plan DIRECT PRACTICE IN GERONTOLOGY SERVICES Total minimum units required for degree = 48 Student Name: Student ID#: Semester/Year Admitted: Foundation Course # SOC WEL 200 SOC WEL 205 SOC WEL 220 SOC WEL 240 SOC WEL 241 SOC WEL 280 SOC WEL 400 SOC WEL 400B SOC WEL 401 SOC WEL 401 Expected Graduation: Course Title Human Behavior and the Social Environment Psychosocial Problems and Psychopathology Introduction to Social Welfare Policy Introduction to Social Welfare and Social Work Foundations of Social Work Practice Introduction to Social Welfare Research Introductory Practicum Field Integration Seminar First Year Field Practicum - Fall First Year Field Practicum - Spring Units 2 2 2 2 3 2 1 Sem/Yr Complete 2 3 Advanced SOC WEL 210C SOC WEL 226 SOC WEL 246 SOC WEL 282A SOC WEL 282B SOC WEL 401 SOC WEL 401 Aging Processes Social Policy and Gerontology Direct Practice in Aging Settings Seminar in Social Welfare Research I Seminar in Social Welfare Research II Second Year Field Practicum - Fall Second Year Field Practicum - Spring Elective in Diversity-competent Social Work: Elective in Practice Methods: Elective in Social Policy: 2 2 2 2 2 6 6 2 2 2 Additional Approved/Alternative Coursework Notes: MSW Program Manual School of Social Welfare University of California, Berkeley Exception School of Social Welfare U NIVERSITY OF C ALIFORNIA , B ERKELEY Master of Social Welfare Curriculum Plan DIRECT PRACTICE IN GERONTOLOGY SERVICES Minimum enrollment requirement is 12 units per semester. In the first semester (Year 1 - Fall) all students are enrolled in 14 units. Year 1 Fall – First Semester SOC WEL 200: SOC WEL 205: SOC WEL 220: SOC WEL 240: SOC WEL 241: SOC WEL 400: Human Behavior and the Social Environment Psychosocial Problems and Psychopathology Introduction to Social Welfare Policy Intro to Social Welfare Field and Profession Foundations of Social Work Practice Introductory Practicum SOC WEL 401: First Year Field Practicum Spring – Second Semester SOC WEL 210C: SOC WEL 222: SOC WEL 246: SOC WEL 280: SOC WEL 400B SOC WEL 401: Aging Processes Social Policy and Gerontology Direct Practice in Aging Settings Introduction to Social Welfare Research Field Integration Seminar First Year Field Practicum Foundation Field Education is two days per week in Year 1. Year 2 Fall – Third Semester Spring – Fourth Semester SOC WEL 282A: Seminar in Social Welfare Research I SOC WEL 282B: Seminar in Social Welfare Research II SOC WEL 401: Second Year Field Practicum ELECTIVE ELECTIVE SOC WEL 401: Second Year Field Practicum ELECTIVE ELECTIVE Advanced Field Education is three days per week in Year 2. MSW Program Manual School of Social Welfare University of California, Berkeley School of Social Welfare U NIVERSITY OF C ALIFORNIA , B ERKELEY Master of Social Welfare Curriculum Plan DIRECT PRACTICE IN HEALTH SERVICES Total minimum units required for degree = 48 Student Name: Student ID#: Semester/Year Admitted: Special Programs: ☐ PPSC Foundation Course # SOC WEL 200 SOC WEL 205 SOC WEL 220 SOC WEL 240 SOC WEL 241 SOC WEL 280 SOC WEL 400 SOC WEL 400B SOC WEL 401 SOC WEL 401 Expected Graduation: ☐ MSW/MPH Course Title Human Behavior and the Social Environment Psychosocial Problems and Psychopathology Introduction to Social Welfare Policy Introduction to Social Welfare and Social Work Foundations of Social Work Practice Introduction to Social Welfare Research Introductory Practicum Field Integration Seminar First Year Field Practicum - Fall First Year Field Practicum - Spring Units 2 2 2 2 3 2 1 1 2 3 Sem/Yr Complete Advanced SOC WEL 238C SOC WEL 245 SOC WEL 282A SOC WEL 282B SOC WEL 401 SOC WEL 401 Health Policy: A Social Welfare Perspective Direct Practice in Health Settings Seminar in Social Welfare Research I Seminar in Social Welfare Research II Second Year Field Practicum - Fall Second Year Field Practicum - Spring Elective in Diversity-competent Social Work: Elective in Practice Methods: Elective in Human Behavior & Social Environment: Elective in Social Policy: 2 2 2 2 6 6 2 2 2 2 Special Program Requirements PPSC: SOC WEL 232 SOC WEL 250T Social Work and Education Policy Social Work Practice in School Settings 2 2 Additional Approved/Alternative Coursework MSW Program Manual School of Social Welfare University of California, Berkeley Exception School of Social Welfare U NIVERSITY OF C ALIFORNIA , B ERKELEY Master of Social Welfare Curriculum Plan DIRECT PRACTICE IN HEALTH SERVICES Minimum enrollment requirement is 12 units per semester. In the first semester (Year 1 - Fall) all students are enrolled in 14 units. Year 1 Fall – First Semester SOC WEL 200: SOC WEL 205: SOC WEL 220: SOC WEL 240: SOC WEL 241: SOC WEL 400: Human Behavior and the Social Environment Psychosocial Problems and Psychopathology Introduction to Social Welfare Policy Intro to Social Welfare Field and Profession Foundations of Social Work Practice Introductory Practicum SOC WEL 401: First Year Field Practicum Spring – Second Semester SOC WEL 238C: SOC WEL 245: SOC WEL 280: SOC WEL 400B: SOC WEL 401: Health Policy: A Social Welfare Perspective Direct Practice in Health Settings Introduction to Social Welfare Research Field Integration Seminar First Year Field Practicum ELECTIVE Foundation Field Education is two days per week in Year 1. Year 2 Fall – Third Semester Spring – Fourth Semester SOC WEL 282A: Seminar in Social Welfare Research I SOC WEL 282B: Seminar in Social Welfare Research II SOC WEL 401: Second Year Field Practicum ELECTIVE ELECTIVE SOC WEL 401: Second Year Field Practicum ELECTIVE ELECTIVE Social Work Practice in School Settings SOC WEL 232: Social Work and Education Policy PPSC Only: SOC WEL 250T: Advanced Field Education is three days per week in Year 2. MSW Program Manual School of Social Welfare University of California, Berkeley School of Social Welfare U NIVERSITY OF C ALIFORNIA , B ERKELEY Master of Social Welfare Curriculum Plan MANAGEMENT AND PLANNING Total minimum units required for degree = 48 Student Name: Student ID#: Semester/Year Admitted: Special Programs: ☐ PPSC Foundation Course # SOC WEL 200 SOC WEL 210I SOC WEL 220 SOC WEL 240 SOC WEL 241 SOC WEL 280 SOC WEL 400 SOC WEL 400B SOC WEL 401 SOC WEL 401 Expected Graduation: ☐ MSW/MPH Course Title Human Behavior and the Social Environment Group, Organizational and Community Dynamics Introduction to Social Welfare Policy Introduction to Social Welfare and Social Work Foundations of Social Work Practice Introduction to Social Welfare Research Introductory Practicum Field Integration Seminar First Year Field Practicum - Fall First Year Field Practicum - Spring Units 2 2 2 2 3 2 1 1 2 3 Sem/Yr Complete Advanced SOC WEL 251 SOC WEL 252 SOC WEL 254 SOC WEL 282A SOC WEL 282B SOC WEL 401 SOC WEL 401 Community Practice Management Practice Policy Practice Seminar in Social Welfare Research I Seminar in Social Welfare Research II Second Year Field Practicum Second Year Field Practicum Select Social Policy Course: (222, 226, 230, or 238C) Elective in Diversity-competent Social Work: Social Welfare Elective 2 2 2 2 2 6 6 2 2 2 Special Program Requirements PPSC: SOC WEL 232 SOC WEL 250T Social Work and Education Policy Social Work Practice in School Settings 2 2 Additional Approved/Alternative Coursework MSW Program Manual School of Social Welfare University of California, Berkeley Exception School of Social Welfare U NIVERSITY OF C ALIFORNIA , B ERKELEY Master of Social Welfare Curriculum Plan MANAGEMENT AND PLANNING Minimum enrollment requirement is 12 units per semester. In the first semester (Year 1 - Fall) all students are enrolled in 14 units. Year 1 Fall – First Semester Spring – Second Semester SOC WEL 200: SOC WEL 210I: Human Behavior and the Social Environment Group, Organizational and Community Dynamics SOC WEL 251: SOC WEL 280: Community Practice Introduction to Social Welfare Research SOC WEL 220: SOC WEL 240: Introduction to Social Welfare Policy Intro to Social Welfare Field and Profession SOC WEL 241: Foundations of Social Work Practice SOC WEL 400: SOC WEL 401: Introductory Practicum First Year Field Practicum SOC WEL 400B: Field Integration Seminar SOC WEL 401: First Year Field Practicum SELECT SOCIAL POLICY COURSE (222, 226, 230, or 238C) ELECTIVE Foundation Field Education is two days per week in Year 1. Year 2 Fall – Third Semester Spring – Fourth Semester SOC WEL 252: Management Practice SOC WEL 282B: Seminar in Social Welfare Research II SOC WEL 254: SOC WEL 282A: SOC WEL 401: Policy Practice Seminar in Social Welfare Research I Second Year Field Practicum SOC WEL 401: Second Year Field Practicum ELECTIVE ELECTIVE PPSC Only: SOC WEL 232: Social Work and Education Policy SOC WEL 250T: Social Work Practice in School Settings Advanced Field Education is three days per week in Year 2. MSW Program Manual School of Social Welfare University of California, Berkeley I 121 SOCIAL WELFARE ACRONYMS Acronym ASUC C&F CAA CalSWEC CCN CCYP CMH CPHS CSSR CSWE ETS FERPA Full Name Associated Students of the University of California Children and Families California Alumni Association California Social Work Education Center Course Control Number Center for Child and Youth Policy Community Mental Health Committee for the Protection of Human Subjects Center for Social Service Research Council on Social Work Education Educational Technology Services Family Educational Rights and Privacy Act GA Graduate Assembly GenEq GSI GSR IRB LCSW MAP MSW NASW NIH NIMH OPA RSSP SAO SHIP SLC Gender Equity Resource Center Graduate Student Instructor Graduate Student Researcher Institutional Review Board Licensed Clinical Social Worker Management and Planning Masters in Social Welfare National Association of Social Workers National Institute of Health National Institute of Mental Health Office of Planning and Analysis (merged with Office of Student Research) Residential & Student Services Programs Student Affairs Officer Student Health Insurance Program Student Learning Center SSW SSWR UCOP UHS School of Social Welfare Society for Social Work Research University of California Office of the President University Health Services Description Student government body Master's Concentration Master's Concentration Gives students rights to access, privacy and control over educational data Graduate student governing body Master's Concentration Central campus institutional research function Coordinates student housing Undergraduate tutoring and advising center UC System-wide office MSW Program Manual School of Social Welfare University of California, Berkeley 122 I MSW Program Manual School of Social Welfare University of California, Berkeley I 123 NASW CODE OF ETHICS The National Association of Social Workers (NASW) is the largest membership organization of professional social workers in the world, with 145,000 members. NASW works to enhance the professional growth and development of its members, to create and maintain professional standards, and to advance sound social policies. The NASW Code of Ethics is intended to serve as a guide to the everyday professional conduct of social workers. 2 Preamble The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems. The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective: • • • • • • service social justice dignity and worth of the person importance of human relationships integrity competence. This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience. Purpose of the NASW Code of Ethics Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers’ conduct. The Code is relevant to 2 National Association of Social Workers. Code of Ethics. Accessed April 11,2011 from http://www.socialworkers.org/pubs/code/code.asp. MSW Program Manual School of Social Welfare University of California, Berkeley 124 I 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 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 MSW Program Manual School of Social Welfare University of California, Berkeley I 125 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. 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 MSW Program Manual School of Social Welfare University of California, Berkeley 126 I cultural and ethnic diversity. Social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people. Value: Dignity and Worth of the Person Ethical Principle: Social workers respect the inherent dignity and worth of the person. Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients’ socially responsible self-determination. Social workers seek to enhance clients’ capacity and opportunity to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients’ interests and the broader society’s interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession. Value: Importance of Human Relationships Ethical Principle: Social workers recognize the central importance of human relationships. Social workers understand that relationships between and among people are an important vehicle for change. Social workers engage people as partners in the helping process. Social workers seek to strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance the wellbeing of individuals, families, social groups, organizations, and communities. Value: Integrity Ethical Principle: Social workers behave in a trustworthy manner. Social workers are continually aware of the profession’s mission, values, ethical principles, and ethical standards and practice in a manner consistent with them. Social workers act honestly and responsibly and promote ethical practices on the part of the organizations with which they are affiliated. Value: Competence Ethical Principle: Social workers practice within their areas of competence and develop and enhance their professional expertise. Social workers continually strive to increase their professional knowledge and skills and to apply them in practice. Social workers should aspire to contribute to the knowledge base of the profession. Ethical Standards The following ethical standards are relevant to the professional activities of all social workers. These standards concern (1) social workers’ ethical responsibilities to clients, (2) social workers’ ethical responsibilities to colleagues, (3) social workers’ ethical responsibilities in practice settings, (4) social workers’ ethical responsibilities as professionals, (5) social workers’ ethical responsibilities to the social work profession, and (6) social workers’ ethical responsibilities to the broader society. Some of the standards that follow are enforceable guidelines for professional conduct, and some are aspirational. The extent to which each standard is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical standards. 1. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS MSW Program Manual School of Social Welfare University of California, Berkeley I 127 1.01 Commitment to Clients Social workers’ primary responsibility is to promote the wellbeing of clients. In general, clients’ interests are primary. However, social workers’ responsibility to the larger society or specific legal obligations may on limited occasions supersede the loyalty owed clients, and clients should be so advised. (Examples include when a social worker is required by law to report that a client has abused a child or has threatened to harm self or others.) 1.02 Self-determination Social workers respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals. Social workers may limit clients’ right to selfdetermination when, in the social workers’ professional judgment, clients’ actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others. 1.03 Informed Consent (a) Social workers should provide services to clients only in the context of a professional relationship based, when appropriate, on valid informed consent. Social workers should use clear and understandable language to inform clients of the purpose of the services, risks related to the services, limits to services because of the requirements of a third-party payer, relevant costs, reasonable alternatives, clients’ right to refuse or withdraw consent, and the time frame covered by the consent. Social workers should provide clients with an opportunity to ask questions. (b) In instances when clients are not literate or have difficulty understanding the primary language used in the practice setting, social workers should take steps to ensure clients’ comprehension. This may include providing clients with a detailed verbal explanation or arranging for a qualified interpreter or translator whenever possible. (c) In instances when clients lack the capacity to provide informed consent, social workers should protect clients’ interests by seeking permission from an appropriate third party, informing clients consistent with the clients’ level of understanding. In such instances social workers should seek to ensure that the third party acts in a manner consistent with clients’ wishes and interests. Social workers should take reasonable steps to enhance such clients’ ability to give informed consent. (d) In instances when clients are receiving services involuntarily, social workers should provide information about the nature and extent of services and about the extent of clients’ right to refuse service. (e) Social workers who provide services via electronic media (such as computer, telephone, radio, and television) should inform recipients of the limitations and risks associated with such services. (f) Social workers should obtain clients’ informed consent before audiotaping or videotaping clients or permitting observation of services to clients by a third party. 1.04 Competence (a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience. (b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, MSW Program Manual School of Social Welfare University of California, Berkeley 128 I consultation, and supervision from people who are competent in those interventions or techniques. (c) When generally recognized standards do not exist with respect to an emerging area of practice, social workers should exercise careful judgment and take responsible steps (including appropriate education, research, training, consultation, and supervision) to ensure the competence of their work and to protect clients from harm. 1.05 Cultural Competence and Social Diversity (a) Social workers should understand culture and its function in human behavior and society, recognizing the strengths that exist in all cultures. (b) Social workers should have a knowledge base of their clients’ cultures and be able to demonstrate competence in the provision of services that are sensitive to clients’ cultures and to differences among people and cultural groups. (c) Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability. 1.06 Conflicts of Interest (a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional discretion and impartial judgment. Social workers should inform clients when a real or potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes the clients’ interests primary and protects clients’ interests to the greatest extent possible. In some cases, protecting clients’ interests may require termination of the professional relationship with proper referral of the client. (b) Social workers should not take unfair advantage of any professional relationship or exploit others to further their personal, religious, political, or business interests. (c) Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients in more than one relationship, whether professional, social, or business. Dual or multiple relationships can occur simultaneously or consecutively.) (d) When social workers provide services to two or more people who have a relationship with each other (for example, couples, family members), social workers should clarify with all parties which individuals will be considered clients and the nature of social workers’ professional obligations to the various individuals who are receiving services. Social workers who anticipate a conflict of interest among the individuals receiving services or who anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked to testify in a child custody dispute or divorce proceedings involving clients) should clarify their role with the parties involved and take appropriate action to minimize any conflict of interest. 1.07 Privacy and Confidentiality (a) Social workers should respect clients’ right to privacy. Social workers should not solicit private information from clients unless it is essential to providing services or conducting MSW Program Manual School of Social Welfare University of California, Berkeley I 129 (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) social work evaluation or research. Once private information is shared, standards of confidentiality apply. 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. Social workers should protect the confidentiality of all information obtained in the course of professional service, except for compelling professional reasons. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or other identifiable person. In all instances, social workers should disclose the least amount of confidential information necessary to achieve the desired purpose; only information that is directly relevant to the purpose for which the disclosure is made should be revealed. 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. Social workers should discuss with clients and other interested parties the nature of confidentiality and limitations of clients’ right to confidentiality. Social workers should review with clients circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. This discussion should occur as soon as possible in the social workerclient relationship and as needed throughout the course of the relationship. 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. 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. Social workers should not disclose confidential information to third-party payers unless clients have authorized such disclosure. 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. 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. Social workers should protect the confidentiality of clients when responding to requests from members of the media. 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 MSW Program Manual School of Social Welfare University of California, Berkeley 130 I clients’ records are stored in a secure location and that clients’ records are not available to others who are not authorized to have access. (m) Social workers should take precautions to ensure and maintain the confidentiality of information transmitted to other parties through the use of computers, electronic mail, facsimile machines, telephones and telephone answering machines, and other electronic or computer technology. Disclosure of identifying information should be avoided whenever possible. (n) Social workers should transfer or dispose of clients’ records in a manner that protects clients’ confidentiality and is consistent with state statutes governing records and social work licensure. (o) Social workers should take reasonable precautions to protect client confidentiality in the event of the social worker’s termination of practice, incapacitation, or death. (p) Social workers should not disclose identifying information when discussing clients for teaching or training purposes unless the client has consented to disclosure of confidential information. (q) Social workers should not disclose identifying information when discussing clients with consultants unless the client has consented to disclosure of confidential information or there is a compelling need for such disclosure. (r) Social workers should protect the confidentiality of deceased clients consistent with the preceding standards. 1.08 Access to Records (a) Social workers should provide clients with reasonable access to records concerning the clients. Social workers who are concerned that clients’ access to their records could cause serious misunderstanding or harm to the client should provide assistance in interpreting the records and consultation with the client regarding the records. Social workers should limit clients’ access to their records, or portions of their records, only in exceptional circumstances when there is compelling evidence that such access would cause serious harm to the client. Both clients’ requests and the rationale for withholding some or all of the record should be documented in clients’ files. (b) When providing clients with access to their records, social workers should take steps to protect the confidentiality of other individuals identified or discussed in such records. 1.09 Sexual Relationships (a) Social workers should under no circumstances engage in sexual activities or sexual contact with current clients, whether such contact is consensual or forced. (b) Social workers should not engage in sexual activities or sexual contact with clients’ relatives or other individuals with whom clients maintain a close personal relationship when there is a risk of exploitation or potential harm to the client. Sexual activity or sexual contact with clients’ relatives or other individuals with whom clients maintain a personal relationship has the potential to be harmful to the client and may make it difficult for the social worker and client to maintain appropriate professional boundaries. Social workers—not their clients, their clients’ relatives, or other individuals with whom the client maintains a personal relationship—assume the full burden for setting clear, appropriate, and culturally sensitive boundaries. MSW Program Manual School of Social Welfare University of California, Berkeley I 131 (c) Social workers should not engage in sexual activities or sexual contact with former clients because of the potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that an exception to this prohibition is warranted because of extraordinary circumstances, it is social workers—not their clients—who assume the full burden of demonstrating that the former client has not been exploited, coerced, or manipulated, intentionally or unintentionally. (d) Social workers should not provide clinical services to individuals with whom they have had a prior sexual relationship. Providing clinical services to a former sexual partner has the potential to be harmful to the individual and is likely to make it difficult for the social worker and individual to maintain appropriate professional boundaries. 1.10 Physical Contact Social workers should not engage in physical contact with clients when there is a possibility of psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social workers who engage in appropriate physical contact with clients are responsible for setting clear, appropriate, and culturally sensitive boundaries that govern such physical contact. 1.11 Sexual Harassment Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature. 1.12 Derogatory Language Social workers should not use derogatory language in their written or verbal communications to or about clients. Social workers should use accurate and respectful language in all communications to and about clients. 1.13 Payment for Services (a) When setting fees, social workers should ensure that the fees are fair, reasonable, and commensurate with the services performed. Consideration should be given to clients’ ability to pay. (b) Social workers should avoid accepting goods or services from clients as payment for professional services. Bartering arrangements, particularly involving services, create the 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 MSW Program Manual School of Social Welfare University of California, Berkeley 132 I When social workers act on behalf of clients who lack the capacity to make informed decisions, social workers should take reasonable steps to safeguard the interests and rights of those clients. 1.15 Interruption of Services Social workers should make reasonable efforts to ensure continuity of services in the event that services are interrupted by factors such as unavailability, relocation, illness, disability, or death. 1.16 Termination of Services (a) Social workers should terminate services to clients and professional relationships with them when such services and relationships are no longer required or no longer serve the clients’ needs or interests. (b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of services. Social workers should withdraw services precipitously only under unusual circumstances, giving careful consideration to all factors in the situation and taking care to minimize possible adverse effects. Social workers should assist in making appropriate arrangements for continuation of services when necessary. (c) Social workers in feeforservice settings may terminate services to clients who are not paying an overdue balance if the financial contractual arrangements have been made clear to the client, if the client does not pose an imminent danger to self or others, and if the clinical and other consequences of the current nonpayment have been addressed and discussed with the client. (d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with a client. (e) Social workers who anticipate the termination or interruption of services to clients should notify clients promptly and seek the transfer, referral, or continuation of services in relation to the clients’ needs and preferences. (f) Social workers who are leaving an employment setting should inform clients of appropriate options for the continuation of services and of the benefits and risks of the options. 2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES 2.01 Respect (a) Social workers should treat colleagues with respect and should represent accurately and fairly the qualifications, views, and obligations of colleagues. (b) Social workers should avoid unwarranted negative criticism of colleagues in communications with clients or with other professionals. Unwarranted negative criticism may include demeaning comments that refer to colleagues’ level of competence or to individuals’ attributes such as race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability. (c) Social workers should cooperate with social work colleagues and with colleagues of other professions when such cooperation serves the wellbeing of clients. 2.02 Confidentiality Social workers should respect confidential information shared by colleagues in the course of their professional relationships and transactions. Social workers should ensure that such MSW Program Manual School of Social Welfare University of California, Berkeley I 133 colleagues understand social workers’ obligation to respect confidentiality and any exceptions related to it. 2.03 Interdisciplinary Collaboration (a) Social workers who are members of an interdisciplinary team should participate in and contribute to decisions that affect the wellbeing of clients by drawing on the perspectives, values, and experiences of the social work profession. Professional and ethical obligations of the interdisciplinary team as a whole and of its individual members should be clearly established. (b) Social workers for whom a team decision raises ethical concerns should attempt to resolve the disagreement through appropriate channels. If the disagreement cannot be resolved, social workers should pursue other avenues to address their concerns consistent with client wellbeing. 2.04 Disputes Involving Colleagues (a) Social workers should not take advantage of a dispute between a colleague and an employer to obtain a position or otherwise advance the social workers’ own interests. (b) Social workers should not exploit clients in disputes with colleagues or engage clients in any inappropriate discussion of conflicts between social workers and their colleagues. 2.05 Consultation (a) Social workers should seek the advice and counsel of colleagues whenever such consultation is in the best interests of clients. (b) Social workers should keep themselves informed about colleagues’ areas of expertise and competencies. Social workers should seek consultation only from colleagues who have demonstrated knowledge, expertise, and competence related to the subject of the consultation. (c) When consulting with colleagues about clients, social workers should disclose the least amount of information necessary to achieve the purposes of the consultation. 2.06 Referral for Services (a) Social workers should refer clients to other professionals when the other professionals’ specialized knowledge or expertise is needed to serve clients fully or when social workers believe that they are not being effective or making reasonable progress with clients and that additional service is required. (b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an orderly transfer of responsibility. Social workers who refer clients to other professionals should disclose, with clients’ consent, all pertinent information to the new service providers. (c) Social workers are prohibited from giving or receiving payment for a referral when no professional service is provided by the referring social worker. 2.07 Sexual Relationships (a) Social workers who function as supervisors or educators should not engage in sexual activities or contact with supervisees, students, trainees, or other colleagues over whom they exercise professional authority. (b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential for a conflict of interest. Social workers who become involved in, or anticipate MSW Program Manual School of Social Welfare University of California, Berkeley 134 I becoming involved in, a sexual relationship with a colleague have a duty to transfer professional responsibilities, when necessary, to avoid a conflict of interest. 2.08 Sexual Harassment Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature. 2.09 Impairment of Colleagues (a) Social workers who have direct knowledge of a social work colleague’s impairment that is due to personal problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes (b) with practice effectiveness should consult with that colleague when feasible and assist the colleague in taking remedial action. (c) Social workers who believe that a social work colleague’s impairment interferes with practice effectiveness and that the colleague has not taken adequate steps to address the impairment should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations. 2.10 Incompetence of Colleagues (a) Social workers who have direct knowledge of a social work colleague’s incompetence should consult with that colleague when feasible and assist the colleague in taking remedial action. (b) Social workers who believe that a social work colleague is incompetent and has not taken adequate steps to address the incompetence should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations. 2.11 Unethical Conduct of Colleagues (a) Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues. (b) Social workers should be knowledgeable about established policies and procedures for handling concerns about colleagues’ unethical behavior. Social workers should be familiar with national, state, and local procedures for handling ethics complaints. These include policies and procedures created by NASW, licensing and regulatory bodies, employers, agencies, and other professional organizations. (c) Social workers who believe that a colleague has acted unethically should seek resolution by discussing their concerns with the colleague when feasible and when such discussion is likely to be productive. (d) When necessary, social workers who believe that a colleague has acted unethically should take action through appropriate formal channels (such as contacting a state licensing board or regulatory body, an NASW committee on inquiry, or other professional ethics committees). (e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct. 3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS 3.01 Supervision and Consultation MSW Program Manual School of Social Welfare University of California, Berkeley I 135 (a) Social workers who provide supervision or consultation should have the necessary knowledge and skill to supervise or consult appropriately and should do so only within their areas of knowledge and competence. (b) Social workers who provide supervision or consultation are responsible for setting clear, appropriate, and culturally sensitive boundaries. (c) Social workers should not engage in any dual or multiple relationships with supervisees in which there is a risk of exploitation of or potential harm to the supervisee. (d) Social workers who provide supervision should evaluate supervisees’ performance in a manner that is fair and respectful. 3.02 Education and Training (a) Social workers who function as educators, field instructors for students, or trainers should provide instruction only within their areas of knowledge and competence and should provide instruction based on the most current information and knowledge available in the profession. (b) Social workers who function as educators or field instructors for students should evaluate students’ performance in a manner that is fair and respectful. (c) Social workers who function as educators or field instructors for students should take reasonable steps to ensure that clients are routinely informed when services are being provided by students. (d) Social workers who function as educators or field instructors for students should not engage in any dual or multiple relationships with students in which there is a risk of exploitation or potential harm to the student. Social work educators and field instructors are responsible for setting clear, appropriate, and culturally sensitive boundaries. 3.03 Performance Evaluation Social workers who have responsibility for evaluating the performance of others should fulfill such responsibility in a fair and considerate manner and on the basis of clearly stated criteria. 3.04 Client Records (a) Social workers should take reasonable steps to ensure that documentation in records is accurate and reflects the services provided. (b) Social workers should include sufficient and timely documentation in records to facilitate the delivery of services and to ensure continuity of services provided to clients in the future. (c) Social workers’ documentation should protect clients’ privacy to the extent that is possible and appropriate and should include only information that is directly relevant to the delivery of services. (d) Social workers should store records following the termination of services to ensure reasonable future access. Records should be maintained for the number of years required by state statutes or relevant contracts. 3.05 Billing Social workers should establish and maintain billing practices that accurately reflect the nature and extent of services provided and that identify who provided the service in the practice setting. MSW Program Manual School of Social Welfare University of California, Berkeley 136 I 3.06 Client Transfer (a) When an individual who is receiving services from another agency or colleague contacts a social worker for services, the social worker should carefully consider the client’s needs before agreeing to provide services. To minimize possible confusion and conflict, social workers should discuss with potential clients the nature of the clients’ current relationship with other service providers and the implications, including possible benefits or risks, of entering into a relationship with a new service provider. (b) If a new client has been served by another agency or colleague, social workers should discuss with the client whether consultation with the previous service provider is in the client’s best interest. 3.07 Administration (a) Social work administrators should advocate within and outside their agencies for adequate resources to meet clients’ needs. (b) Social workers should advocate for resource allocation procedures that are open and fair. When not all clients’ needs can be met, an allocation procedure should be developed that is nondiscriminatory and based on appropriate and consistently applied principles. (c) Social workers who are administrators should take reasonable steps to ensure that adequate agency or organizational resources are available to provide appropriate staff supervision. (d) Social work administrators should take reasonable steps to ensure that the working environment for which they are responsible is consistent with and encourages compliance with the NASW Code of Ethics. Social work administrators should take reasonable steps to eliminate any conditions in their organizations that violate, interfere with, or discourage compliance with the Code. 3.08 Continuing Education and Staff Development Social work administrators and supervisors should take reasonable steps to provide or arrange for continuing education and staff development for all staff for whom they are responsible. Continuing education and staff development should address current knowledge and emerging developments related to social work practice and ethics. 3.09 Commitments to Employers (a) Social workers generally should adhere to commitments made to employers and employing organizations. (b) Social workers should work to improve employing agencies’ policies and procedures and the efficiency and effectiveness of their services. (c) Social workers should take reasonable steps to ensure that employers are aware of social workers’ ethical obligations as set forth in the NASW Code of Ethics and of the implications of those obligations for social work practice. (d) Social workers should not allow an employing organization’s policies, procedures, regulations, or administrative orders to interfere with their ethical practice of social work. Social workers should take reasonable steps to ensure that their employing organizations’ practices are consistent with the NASW Code of Ethics. (e) Social workers should act to prevent and eliminate discrimination in the employing organization’s work assignments and in its employment policies and practices. MSW Program Manual School of Social Welfare University of California, Berkeley I 137 (f) Social workers should accept employment or arrange student field placements only in organizations that exercise fair personnel practices. (g) Social workers should be diligent stewards of the resources of their employing organizations, wisely conserving funds where appropriate and never misappropriating funds or using them for unintended purposes. 3.10 LaborManagement Disputes (a) Social workers may engage in organized action, including the formation of and participation in labor unions, to improve services to clients and working conditions. (b) The actions of social workers who are involved in labormanagement disputes, job actions, or labor strikes should be guided by the profession’s values, ethical principles, and ethical standards. Reasonable differences of opinion exist among social workers concerning their primary obligation as professionals during an actual or threatened labor strike or job action. Social workers should carefully examine relevant issues and their possible impact on clients before deciding on a course of action. 4. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS 4.01 Competence (a) Social workers should accept responsibility or employment only on the basis of existing competence or the intention to acquire the necessary competence. (b) Social workers should strive to become and remain proficient in professional practice and the performance of professional functions. Social workers should critically examine and keep current with emerging knowledge relevant to social work. Social workers should routinely review the professional literature and participate in continuing education relevant to social work practice and social work ethics. (c) Social workers should base practice on recognized knowledge, including empirically based knowledge, relevant to social work and social work ethics. 4.02 Discrimination Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability. 4.03 Private Conduct Social workers should not permit their private conduct to interfere with their ability to fulfill their professional responsibilities. 4.04 Dishonesty, Fraud, and Deception Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception. 4.05 Impairment (a) Social workers should not allow their own personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the best interests of people for whom they have a professional responsibility. MSW Program Manual School of Social Welfare University of California, Berkeley 138 I (b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties interfere with their professional judgment and performance should immediately seek consultation and take appropriate remedial action by seeking professional help, making adjustments in workload, terminating practice, or taking any other steps necessary to protect clients and others. 4.06 Misrepresentation (a) Social workers should make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the social work profession, a professional social work organization, or the social worker’s employing agency. (b) Social workers who speak on behalf of professional social work organizations should accurately represent the official and authorized positions of the organizations. (c) Social workers should ensure that their representations to clients, agencies, and the public of professional qualifications, credentials, education, competence, affiliations, services provided, or results to be achieved are accurate. Social workers should claim only those relevant professional credentials they actually possess and take steps to correct any inaccuracies or misrepresentations of their credentials by others. 4.07 Solicitations (a) Social workers should not engage in uninvited solicitation of potential clients who, because of their circumstances, are vulnerable to undue influence, manipulation, or coercion. (b) Social workers should not engage in solicitation of testimonial endorsements (including solicitation of consent to use a client’s prior statement as a testimonial endorsement) from current clients or from other people who, because of their particular circumstances, are vulnerable to undue influence. 4.08 Acknowledging Credit (a) Social workers should take responsibility and credit, including authorship credit, only for work they have actually performed and to which they have contributed. (b) Social workers should honestly acknowledge the work of and the contributions made by others. 5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION 5.01 Integrity of the Profession (a) Social workers should work toward the maintenance and promotion of high standards of practice. (b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession. Social workers should protect, enhance, and improve the integrity of the profession through appropriate study and research, active discussion, and responsible criticism of the profession. (c) Social workers should contribute time and professional expertise to activities that promote respect for the value, integrity, and competence of the social work profession. These activities may include teaching, research, consultation, service, legislative testimony, presentations in the community, and participation in their professional organizations. (d) Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics. Social workers should MSW Program Manual School of Social Welfare University of California, Berkeley I 139 seek to contribute to the profession’s literature and to share their knowledge at professional meetings and conferences. (e) Social workers should act to prevent the unauthorized and unqualified practice of social work. 5.02 Evaluation and Research (a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions. (b) Social workers should promote and facilitate evaluation and research to contribute to the development of knowledge. (c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice. (d) Social workers engaged in evaluation or research should carefully consider possible consequences and should follow guidelines developed for the protection of evaluation and research participants. Appropriate institutional review boards should be consulted. (e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate; without undue inducement to participate; and with due regard for participants’ wellbeing, privacy, and dignity. Informed consent should include information about the nature, extent, and duration of the participation requested and disclosure of the risks and benefits of participation in the research. (f) When evaluation or research participants are incapable of giving informed consent, social workers should provide an appropriate explanation to the participants, obtain the participants’ assent to the extent they are able, and obtain written consent from an appropriate proxy. (g) Social workers should never design or conduct evaluation or research that does not use consent procedures, such as certain forms of naturalistic observation and archival research, unless rigorous and responsible review of the research has found it to be justified because of its prospective scientific, educational, or applied value and unless equally effective alternative procedures that do not involve waiver of consent are not feasible. (h) Social workers should inform participants of their right to withdraw from evaluation and research at any time without penalty. (i) Social workers should take appropriate steps to ensure that participants in evaluation and research have access to appropriate supportive services. (j) Social workers engaged in evaluation or research should protect participants from unwarranted physical or mental distress, harm, danger, or deprivation. (k) Social workers engaged in the evaluation of services should discuss collected information only for professional purposes and only with people professionally concerned with this information. (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. MSW Program Manual School of Social Welfare University of California, Berkeley 140 I (m) Social workers who report evaluation and research results should protect participants’ confidentiality by omitting identifying information unless proper consent has been obtained authorizing disclosure. (n) Social workers should report evaluation and research findings accurately. They should not fabricate or falsify results and should take steps to correct any errors later found in published data using standard publication methods. (o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual relationships with participants, should inform participants when a real or potential conflict of interest arises, and should take steps to resolve the issue in a manner that makes participants’ interests primary. (p) Social workers should educate themselves, their students, and their colleagues about responsible research practices. 6. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY 6.01 Social Welfare Social workers should promote the general welfare of society, from local to global levels, and the development of people, their communities, and their environments. Social workers should advocate for living conditions conducive to the fulfillment of basic human needs and should promote social, economic, political, and cultural values and institutions that are compatible with the realization of social justice. 6.02 Public Participation Social workers should facilitate informed participation by the public in shaping social policies and institutions. 6.03 Public Emergencies Social workers should provide appropriate professional services in public emergencies to the greatest extent possible. 6.04 Social and Political Action (a) Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice. (b) Social workers should act to expand choice and opportunity for all people, with special regard for vulnerable, disadvantaged, oppressed, and exploited people and groups. (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 MSW Program Manual School of Social Welfare University of California, Berkeley I 141 origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability. MSW Program Manual School of Social Welfare University of California, Berkeley I 143 STATUTES AND REGULATIONS RELATING TO THE PRACTICE OF CLINICAL SOCIAL WORK The California Board of Behavioral Sciences is a state regulatory agency responsible for licensing, examination, and enforcement of Licensed Clinical Social Workers (LCSWs). The following excerpts are from the state Business and Professional Code regulations that govern professional conduct of licensed social workers in California. For complete rules and regulations, refer to the Board’s web site: www.bbs.ca.gov. §4992.3. UNPROFESSIONAL CONDUCT; EFFECT ON LICENSEE OR REGISTRANT The board may deny a license or a registration, or may suspend or revoke the license or registration of a licensee or registrant if he or she has been guilty of unprofessional conduct. Unprofessional conduct includes, but is not limited to, the following: (a) The conviction of a crime substantially related to the qualifications, functions, or duties of a licensee or registrant under this chapter. The record of conviction shall be conclusive evidence only of the fact that the conviction occurred. The board may inquire into the circumstances surrounding the commission of the crime in order to fix the degree of discipline or to determine if the conviction is substantially related to the qualifications, functions, or duties of a licensee or registrant under this chapter. A plea or verdict of guilty or a conviction following a plea of nolo contendere made to a charge substantially related to the qualifications, functions, or duties of a licensee or registrant under this chapter is a conviction within the meaning of this section. The board may order any license or registration suspended or revoked, or may decline to issue a license or registration when the time for appeal has elapsed, or the judgment of conviction has been affirmed on appeal, or, when an order granting probation is made suspending the imposition of sentence, irrespective of a subsequent order under Section 1203.4 of the Penal Code allowing the person to withdraw a plea of guilty and enter a plea of not guilty, or setting aside the verdict of guilty, or dismissing the accusation, information, or indictment. (b) Securing a license or registration by fraud, deceit, or misrepresentation on any application for licensure or registration submitted to the board, whether engaged in by an applicant for a license or registration, or by a licensee in support of any application for licensure or registration. (c) Administering to himself or herself any controlled substance or using any of the dangerous drugs specified in Section 4022 or any alcoholic beverage to the extent, or in a manner, as to be dangerous or injurious to the person, or to the public, or, to the extent that the use impairs the ability of the person applying for or holding a registration or license to conduct with safety to the public the practice authorized by the registration or license. The board shall deny an application for a registration or license or revoke the license or registration of any person who uses or offers to use drugs in the course of performing clinical social work. This provision does not apply to any person also licensed as a physician and surgeon under Chapter 5 (commencing with Section 2000) or the Osteopathic Act who lawfully prescribes drugs to a patient under his or her care. (d) Incompetence in the performance of clinical social work. MSW Program Manual School of Social Welfare University of California, Berkeley 144 I (e) An act or omission that falls sufficiently below the standard of conduct of the profession as to constitute an act of gross negligence. (f) Violating, attempting to violate, or conspiring to violate this chapter or any regulation adopted by the board. (g) Misrepresentation as to the type or status of a license or registration held by the person, or otherwise misrepresenting or permitting misrepresentation of his or her education, professional qualifications, or professional affiliations to any person or entity. For purposes of this subdivision, this misrepresentation includes, but is not limited to, misrepresentation of the person's qualifications as an adoption service provider pursuant to Section 8502 of the Family Code. (h) Impersonation of another by any licensee, registrant, or applicant for a license or registration, or, in the case of a licensee, allowing any other person to use his or her license or registration. (i) Aiding or abetting any unlicensed or unregistered person to engage in conduct for which a license or registration is required under this chapter. (j) Intentionally or recklessly causing physical or emotional harm to any client. (k) The commission of any dishonest, corrupt, or fraudulent act substantially related to the qualifications, functions, or duties of a licensee or registrant. (l) Engaging in sexual relations with a client or with a former client within two years from the termination date of therapy with the client, soliciting sexual relations with a client, or committing an act of sexual abuse, or sexual misconduct with a client, or committing an act punishable as a sexually related crime, if that act or solicitation is substantially related to the qualifications, functions, or duties of a clinical social worker. (m) Performing, or holding one's self out as being able to perform, or offering to perform or permitting, any registered associate clinical social worker or intern under supervision to perform any professional services beyond the scope of the license authorized by this chapter. (n) Failure to maintain confidentiality, except as otherwise required or permitted by law, of all information that has been received from a client in confidence during the course of treatment and all information about the client that is obtained from tests or other means. (o) Prior to the commencement of treatment, failing to disclose to the client or prospective client the fee to be charged for the professional services, or the basis upon which that fee will be computed. (p) Paying, accepting, or soliciting any consideration, compensation, or remuneration, whether monetary or otherwise, for the referral of professional clients. All consideration, compensation, or remuneration shall be in relation to professional counseling services actually provided by the licensee. Nothing in this subdivision shall prevent collaboration among two or more licensees in a case or cases. However, no fee shall be charged for that collaboration, except when disclosure of the fee has been made in compliance with subdivision (o). (q) Advertising in a manner that is false, fraudulent, misleading, or deceptive, as define in Section 651. MSW Program Manual School of Social Welfare University of California, Berkeley I 145 (r) Reproduction or description in public, or in any publication subject to general public distribution, of any psychological test or other assessment device, the value of which depends in whole or in part on the naïveté of the subject, in ways that might invalidate the test or device. A licensee shall limit access to that test or device to persons with professional interest who are expected to safeguard its use. (s) Any conduct in the supervision of any registered associate clinical social worker, intern, or trainee by any licensee that violates this chapter or any rules or regulations adopted by the board. (t) Failure to keep records consistent with sound clinical judgment, the standards of the profession, and the nature of the services being rendered. (u) Failure to comply with the child abuse reporting requirements of Section 11166 of the Penal Code. (v) Failure to comply with the elder and dependent adult abuse reporting requirements of Section 15630 of the Welfare and Institutions Code. (w) Willful violation of Chapter 1 (commencing with Section 123100) of Part 1 of Division 106 of the Health and Safety Code. (x) Failure to comply with Section 2290.5. (y) (1) Engaging in an act described in Section 261, 286, 288a, or 289 of the Penal Code with a minor or an act described in Section 288 or 288.5 of the Penal Code regardless of whether the act occurred prior to or after the time the registration or license was issued by the board. An act described in this subdivision occurring prior to the effective date of this subdivision shall constitute unprofessional conduct and shall subject the licensee to refusal, suspension, or revocation of a license under this section. (2) The Legislature hereby finds and declares that protection of the public, and in particular minors, from sexual misconduct by a licensee is a compelling governmental interest, and that the ability to suspend or revoke a license for sexual conduct with a minor occurring prior to the effective date of this section is equally important to protecting the public as is the ability to refuse a license for sexual conduct with a minor occurring prior to the effective date of this section. (z) Engaging in any conduct that subverts or attempts to subvert any licensing examination or the administration of the examination as described in Section 123. §4992.33. DECISION CONTAINING FINDING THAT LICENSEE OR REGISTRANT ENGAGED IN SEXUAL CONTACT WITH PATIENT OR FORMER PATIENT; ORDER OF REVOCATION The board shall revoke any license issued under this chapter upon a decision made in accordance with the procedures set forth in Chapter 5 (commencing with Section 11500) of Part 1 of Division 3 of Title 2 of the Government Code, that contains any finding of fact that the licensee or registrant engaged in any act of sexual contact, as defined in Section 729, when that act is with a patient, or with a former patient when the relationship was terminated primarily for the purpose of engaging in that act. The revocation shall not be stayed by the administrative law judge or the board. §4992.35. GROUNDS FOR REFUSAL TO LICENSE OR REGISTER; MENTAL ILLNESS OR CHEMICAL DEPENDENCY MSW Program Manual School of Social Welfare University of California, Berkeley 146 I The board may refuse to issue any registration or license whenever it appears that an applicant may be unable to practice his or her profession safely due to mental illness or chemical dependency. The procedures set forth in Article 12.5 (commencing with Section 820) of Chapter 1 shall apply to any denial of a license or registration pursuant to this section. MSW Program Manual School of Social Welfare University of California, Berkeley School of Social Welfare UNIVERSITY OF CALIFORNIA, BERKELEY CAN COUNT AS ELECTIVE IN: 210A 210B 210C 210I 211 223 232 234A 234B 234C 235 236 237 238B 250A 250B 250C 250F 250I 250J 250K 250L 250M 250N 250P 250T 250U 250X 250Y 250Z 251 252 254 255 257 274 275 298:2 Elective Course Inventory Status as of 08/15/13 Stress & Coping in Adulthood Infant Development Aging Processes Group, Organizational & Community Dynamics Assessing Non-Profits Advanced Seminar in Community Mental Health Social Work & Education Policy Law & Social Welfare: Children & Families Law & Social Welfare: Health & Mental Health Legal & Ethical Issues in Aging Homelessness in America International Social Welfare The Benevolent Asylum Drug & Alcohol Policy Social Work with Groups Family Therapy Brief Therapy & Crisis Intervention Understanding & Facilitating Interpersonal Group Dynamics Essential Spanish for Social Workers Social Work with Latino Populations Social Work & Disabilities Human Sexuality Death & Dying Public Child Welfare Service Child & Adolescent Psychopathology Social Work Practice in School Settings Substance Abuse Treatment Domestic Violence: Assessment & Intervention Social Development Cognitive Behavioral Therapy Community Practice Management Practice Policy Practice Community Organizing Financial Management Immigrants & Refugees Diversity-sensitive & Competent Social Work Forensic Social Work MAP = Management and Planning REQUIRED Practice Diversity HBSE Policy FOR: Methods Gerontology MAP PPSC IV-E PPSC MAP MAP MAP PPSC = Pupil Personnel Services Credential IV-E = Title IV-E Child Welfare Training Program University of California at Berkeley School of Social Welfare SW 296: Individual Study for Graduate Students (1‐12 units)** SW 299: Individual Research for Graduate Students (1‐12 units)** I agree to supervise ________________________________ in _____ units* of: SW 296 (individual study) SW 299 (individual research) For the ____________________ semester, 201__. Topic/Assignment: Hours per week to be spent in consultation with the student: _____ The course is to be graded: letter grade S/U In Progress (IP) option: If you will continue to work with a student in the very next semester, and are unable to assign a grade on the basis of work completed at the end of the current semester, you may assign an IP grade. A final grade must be assigned at the end of the second semester. These units are to be taken on an IP basis this term. *One unit = four hours of student work __________________________________________ per week. Printed Instructor Name **This form is for independent study/ __________________________________________ research with SW faculty only. If you plan to do independent study in anoth‐ er department, please contact that de‐ Instructor Signature __________________________________________ partment to sign up for independent Student Signature study units. __________________________________________ SID # Return form with signatures to Joshua Dullaghan, Graduate Assistant, 128 Haviland for the course control number. __________________________________________ E‐Mail
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