1. education

SCHOOL OF SOCIAL WORK
2014 - 2015
MSW
FIELD MANUAL
PLEASE NOTE: Throughout the year revisions may be made to this manual. Please
check for updates on-line at http://socialwork.usf.edu
Revised 8/2014
1
TABLE OF CONTENTS
Welcome from the Director of Field Education
Faculty Listing – School of Social Work
Field Seminar Instructor Listing
Mission and Theoretical Orientation of the Program…………………………………………………………………………………….… 6
Field Education Philosophy and program structure……………………………………………………………………………………….… 7
Full-time Program Overview..…………………………………………………………………………………………………………………..……….9
Part-time Program Overview……………………………………………………………………………………………………………….............10
Competencies/Practice Behaviors for Foundation Sequence..………………………………………………………………………….11
Competencies/Practice Behaviors for Advanced Clinical Sequences………………………………………………………………..13
Expectations for Professional Behavior……………………………………………………………………………………………………………...15
General Policies and Guidelines………………………………………………………………………………………………………………………....17
Field Placement Process..................................................................................................................18
Criteria for the Selection of Field Agencies…………………………………………………………………………………………………………20
Criteria for the Selection of Field Instructors……………………………………………………………………………………………………..21
Additional Guidelines…………………………………………………………………………………………..........................................22
Roles and Responsibilities of the School of Social Work………………………………………………………………………………….. 25
Roles and Responsibilities of the Director of Field Education…………………………………………………………………………….25
Roles and Responsibilities of the USF Field Coordinator…………………………………………………………………………………….26
Roles and Responsibilities of the Field Liaison/ Seminar Instructor………………………………………………………………….26
Roles and Responsibilities of the Field Program Assistant………………………………………………………………………………….27
Roles and Responsibilities of the Field Agency……………………………………………………………………………………………………28
Roles and Responsibilities of the Field Instructor ……………………………………………………………………………………………..29
Roles and Responsibilities of the Student…………………………………………………………………………………………………………..30
Field Internship in Place of Employment............................................................................................32
Paid Field Placement Policy…………………………………………………………………………….……………………………………………………34
Field Problems and Resolution……………………………………………………………………………………………….….……………..........35
Concerns raised by students………………………………………………………………………………………………………………………………..35
Concerns raised by Field Placement Agency……………………………………………………………………………………………………….35
Faculty Concerns…………………………………………………………………………………………………………………………………………………..36
Problem Solving Process……………………………………………………………………………………………………………………………………….37
Change of Placement Policy………………………………………………………………………………………………………………………………….37
Change in Placement Proposal Form…………………….……………………………………………………………………………………………..40
Formal Faculty Concern………………………………………………………………………………………………………………………………………..41
Student Evaluation of Performance in the Field Program…………………………………………………………………………………..42
Grading………………………………………………………………………………………………………………………………………………………………….42
Disability Accommodation Procedure…………………………………………………………………………………………………………………..43
Counseling Center for Human Development………………………………………………………………………………………………………..44
NASW Code of Ethics………………………………………………………………………………….…………………………………………………………45
Appendices………………………………………………………………………………………………………………………………………………………….…66
Description of the Field Learning Plan………………………………………………………………………………………………………………….67
Field Placement Planning Agreement…….…………………………………………………………………………………………………………….68
BSW/MSW Foundation Learning Plan… ……………………………………………………………………………………………………………….70
MSW Advanced Clinical Concentration Learning Plan…………………………………………………………………………………….……74
BSW/MSW Foundation Field Evaluation Instrument…………………………………………………………………………………………….78
MSW Advanced Clinical Field Evaluation Instrument…………………………………………………………………………………………..82
2
School of Social Work
Field Education Program
Welcome to the Field Program at the USF School of Social Work!
It’s my pleasure to introduce you to the field education program at USF. Your field
placement is your chance to put into practice the knowledge, skills and values you
have been learning about in the classroom. It’s also the place to see theory in action
and learn first-hand how theory, policy, research and practice intersect. Fieldwork is
exciting, invigorating and challenging. All of this is necessary to prepare you to
become an ethical and competent professional social worker.
Our goal at USF is to challenge you to learn the skills and knowledge you will need to
practice clinical social work, in addition to teaching you how to problem solve and
conduct yourself like a professional. To accomplish this goal, the USF School of Social
Work partners with over 300 agencies in the Tampa Bay and surrounding communities
to offer you this educational experience. We are fortunate to have a large variety of
field placement choices available to you, from healthcare to substance abuse
treatment, infants to seniors, and everything in between.
This manual and the field program website will be your guide as you progress through
your field placement. The manual follows the structure provided to the school by the
Council on Social Work Education. Any questions concerning the policies outlined here
should be directed to Teri Simpson at terisimpson@usf.edu or by calling 813-9746728. The address of the field program website is: http://socialwork.cbcs.usf.edu.
On behalf of the entire field program faculty, we hope you take full advantage of the
experiential learning that takes place in the field program here at the USF School of
Social Work. We are committed to your success in the program and your future
contributions to the profession.
Sincerely,
Teri Simpson
Teri Simpson
Director of Field Education
USF School of Social Work
3
Faculty – School of Social Work
Tennyson J. Wright, Ph.D, CRC – Interim Director
(813) 974-2963
tjwright@usf.edu
Silvia Blanco, LCSW
(941) 708-7647
sblanco@usf.edu
Field Coordinator
Instructor
Nan Sook Park, PhD
813-974-4194
nanpark@usf.edu
Assoc. Professor
Ph.D. Chair
Marion Becker, PhD
(813)-974-7188
Mbecker2@usf.edu
Professor
MSW Chair
Guitele Rahill PhD
(974-7385)
gjrahill@usf.edy
Asst. Professor
Iraida V. Carrion, PhD
(813) 974-7353
icarrion@usf.edu
Assoc. Professor
Lori Rogovin, MSW, ACSW
813-974-4946
lrogovin@usf.edu
BSW Chair and BSW
Field Coordinator
Instructor
LuAnn Conforti-Brown, LCSW Instructor
813-974-1178
lconfort@usf.edu
Alison Salloum, PhD
(813) 974-1535
asalloum@usf.edu
Assoc. Professor
Manisha Joshi, PhD
(813) 974-6685
manishaj@usf.edu
Asst. Professor
Christopher Simmons, PhD
(813) 974-4306
csimmon4@usf.edu
Instructor
Alicia Mendoza, PhD
(813-) 974-1795
astinson@usf.edu
Instructor
Teri Simpson, LCSW
(813) 974-6728
terisimpson@usf.edu
Director of
Field Education
Betty Morris-Mitchell, EdD
(813) 974-8416
bmorrismitch@usf.edu
Asst. Professor
Penne Williams
(813) 974-1809
penne@usf.edu
Instructor
Ruth Power, LCSW
(813) 974-7859
srpower@usf.edu
Instructor
Amy Weisz, LCSW
(813) 974-7292
aweisz@usf.edu
Advisor
4
Field Seminar Instructors
School of Social Work
Tennyson J. Wright, Ph.D, CRC – Interim Director
(813) 974-2963
tjwright@usf.edu
Tampa Campus
Joe Callan
(813) 924-0488
jpcallan@usf.edu
Instructor
LuAnn Conforti-Brown
(813) 974-1178
lconfort@usf.edu
Instructor
Everett Dameron
(813) 977-2330
dedameron@usf.edu
Instructor
Michelle Donley, LCSW
(941)-981-3057
mldonley@usf.edu
Instructor
LaSandra McGrew, LCSW
(813)-689-3700
lmcgrew@usf.edu
Instructor
Alicia Mendoza, Phd
(813) 974-1795
astinson@usf.edu
Instructor
Reggie Vilmenay
(813) 892-6203
rvilmenay@usf.edu
Instructor
Sarasota Campus
Silvia Blanco, LCSW
(941) 708-7647
sblanco@usf.edu
Field Coordinator
Instructor
Field Program Assistant
Lori Rogovin, MSW, ACSW
(813) 974-4946
lrogovin@usf.edu
BSW Field
Coordinator
Instructor
Teri Simpson, LCSW
(813) 974-6728
terisimpson@usf.edu
Director Field
Education
Instructor
Ruth Tilden
(813) 230-8322
rtilden@usf.edu
Instructor
Yvonne Wallace
813-974-7710
ywallace@usf.edu
5
Our Mission
The mission of the University of South Florida, School of Social Work is to prepare
graduates to achieve excellence as professionals and leaders in social work practice,
research, and education. Our focus is to develop generalist social workers at the
bachelor’s level, clinical social workers at the master’s level and social work scholars
at the doctoral level and to encourage students to embrace social work knowledge,
ethics, skills, and values. Beginning in our own diverse region, and extending
nationally and globally, we are committed to graduating students who reflect the
School’s commitment to promoting social and economic justice, human rights, human
dignity, scientific inquiry, and sustainable human and community well-being for all.
Our Theoretical Orientation
The graduate and undergraduate programs of the USF School of Social Work provide a
progressive identification with the values and ethics of social work, mastery of the
knowledge on which social work practice is based, and the development of practice
skills. The unifying themes and theoretical underpinnings of the USF’s social work
curricula are found primarily in explanatory theories (e.g., ecosystems theory) and
secondarily in change theories (e.g., psychodynamic and cognitive behavioral
theories), operationalized through the empowerment, strengths, and capacity
building perspectives of social work practice. Ecosystems Theory reflects the
social work value of enhancing human system functioning and focuses on biological,
psychological, emotional, cultural, and social environments holistically. The strengths
perspective emphasizes viewing the range of human differences as normal and
acceptable as opposed to making judgments about peoples’ personal characteristics,
race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental
ability, age, national origin, and level of emotional and social functioning. The
empowerment perspective supports resourcefulness and the development of skills
to remove social barriers for individuals, groups, and communities. The capacity
building perspective reinforces the social work mandate to serve the most
vulnerable of society, to enhance the caring capacity of society to end discriminatory
practices, and to develop and expand resources to those in need.
The BSW Program prepares students for generalist professional social work practice.
Secondarily, the BSW Program prepares social work students for graduate social work
education. The BSW Program also introduces individuals within the University
community to relevant social work and social welfare issues.
The MSW Program at USF prepares graduates for advanced social work practice.
This is accomplished by empowering our graduates to articulate and implement a
practice paradigm that advances human rights by implementing social and economic
justice as an outcome. Students are challenged to develop their understanding,
analysis, and evaluation of human experiences and societies in the past and in the
contemporary world, and of families and individuals of varied cultural and social
contexts. These conceptualizations explicitly build on the liberal arts tradition. The
curriculum supports this mission through two themes: strengths based empowerment
approach, and families within a global context.
6
Field Education Philosophy
The Master of Social Work (MSW) program at USF is accredited by the Council on
Social Work Education (CSWE), a specialized accrediting body recognized by the
Council on Post-Secondary Accreditation. CSWE accrediting standards are reflected in
the following list of field education learning goals and competencies. In addition to
developing the following professional skills, all USF students are expected to honor the
NASW Code of Ethics and demonstrate the principle of continuity of professional
growth in their field placement.
All of these elements are essential to sound
professional learning.
The USF School of Social Work views supervised field instruction as the most effective
method of teaching students how to apply knowledge gained from the academic
setting. Because the development of practice skills is fundamental to the achievement
of the goals of the profession, the field program at USF is designed so that the scope,
depth, and breadth of learning will increase throughout the 980 hours of field
placement. USF utilizes a single community agency placement for the entire
practicum experience at the end of which, students are expected to have reached a
point of entry into professional practice with the competence to perform a variety of
professional services and practice semi-autonomously.
The MSW program at USF is committed to preparing social workers for clinical
practice. Clinical social work is value-based evidence supported practice with
individuals, families, groups, organizations and communities. The primary goal of
clinical practice is to enhance the bio-psychosocial functioning of clients through
culturally competent strengths-based practice. Clinical social work practice uses a
person-in-environment framework to assess, diagnose, and treat client concerns. In
addition, clinical social workers promote the cause of social justice for diverse and
oppressed groups and advocate on behalf of clients. Clinical social work practice,
firmly based on ethical principles, enhances client functioning at the intrapsychic,
interpersonal and social levels.
Program Structure
The relationship between acquiring knowledge and applying it in practice can be
understood by students when it is concurrent with field practice. The field program at
USF offers MSW field placement concurrently with course work. Feedback from field
to class and vice versa reinforces both learning environments. Students are expected
to reflect on their current field practice by sharing written and verbal material in their
courses. The goal is to help the student critically examine her/his own work and to
make professional use of the critical analysis of peers.
Field placements are chosen after a thoughtful process that includes the student, the
agency and the field team. Once a field placement has been confirmed, it is expected
that the student will complete the entire placement at that agency.
The field practicum has four sequences. The focus of sequence I and II are foundation
practice skills, the focus of sequence’s III and IV are advanced clinical practice skills.
7
The student is evaluated by their field instructor and field seminar instructor at the
end of each sequence. The agency based field instruction provides opportunities for
students to apply knowledge obtained in the academic setting and to develop skills
fundamental to the achievement of the core competencies established by CSWE. In
turn, the academic seminar provides a forum for students and faculty to discuss topics
and issues related to the integration of theory and practice. It is also a mechanism for
evaluation of the attainment and appropriateness of program objectives. These
equally important functions are bound together in providing specific content, which
reinforces and expands the student's professional development and practice
competency. The completion of the field experience is simultaneous with completion
of the MSW program. Therefore, if the field internship is interrupted it may result in
the student not being allowed to proceed in the major.
The essence of a good field instruction program is the creation of a structured learning
environment. The field instructor is a teacher and mentor who guide the student's
learning through facilitating integration and application of knowledge and skills learned
in the classroom with the application of knowledge and skills learned in the field. The
field experience then becomes the heart of the course of professional study.
The professional seminar complements the field practicum by reinforcing the
development of practice behaviors established by the CSWE. Additional learning
objectives are derived from the learning needs for additional skills or self-awareness.
Thus, the seminar is conducted to attain the specific objectives set by the program and
the ongoing professional development objectives identified in the Student Field
Learning Plan (see Appendices p.74).
The learning objectives listed in the multiple semesters of field instruction, therefore,
can be considered shared objectives of the student, agency field instructor, faculty
member conducting the accompanying professional seminar and the University based
faculty field liaison.
8
Full-time MSW Program Overview
The field placement process begins the semester before the placement is scheduled to
start or at the time of admission for advanced standing students.
Field days are Monday, Tuesday and Wednesday during the first two semesters and
Wednesday, Thursday and Friday during the last two semesters.
Every incoming class of students is required to attend a mandatory field orientation.
Letters that provide the exact time, date and location of the event are mailed to
students a few weeks before the orientation.
All students in field are required to have malpractice insurance. Students are
provided this coverage by the school. Students with a criminal history may have to
purchase their own insurance. Links to insurance providers can be found on the field
webpage. Students may be required to purchase their own health care policies as
required by their placement agencies.
Fall
Full-time
starting in the fall
(August)
Advanced
Standing starting
in spring
(January)
Coursework
SOK 6534
+
Field Placement
8 hrs/week
Spring
Summer
Coursework
SOK 6535
+
Field Placement
20 hrs/week
Fall
Spring
Coursework
SOK 6536
+
Field Placement
20 hrs/week
Coursework
SOK 6539
+
Field Placement
20 hrs/week
Coursework
SOK 6536
+
Field Placement
20 hrs/week
Coursework
(no field)
Advanced
Standing starting
in summer
(May)
Coursework
(no field)
9
Coursework
SOK 6536
+
Field Placement
20 hrs/week
Coursework
SOK 6539
+
Field Placement
20 hrs/week
Coursework
SOK 6539
+
Field Placement
20 hrs/week
Part-time MSW Program Overview
Students enrolled in the part-time program complete the same courses, field
practicum and hours as students enrolled in the full-time format. In addition, the
same guidelines and policies outlined in this manual apply to part-time students. The
MSW Program does not award credit for work experience toward the field practicum.
In recognition that most part-time students are also employed, the field placement
process begins in the first semester. Students who have not already negotiated work
schedule flexibility with their employers when first admitted to the program will want
to begin this process as soon as possible. Most approved field agencies operate on
weekdays and during daytime hours. Therefore, strictly weekend and evening field
placements are rarely available. The student will be required to do at least 4 hours
a week of their placement during normal agency operating hours. Students will be
required to sign a statement that they agree to comply with this requirement prior to
admission into the part-time program.
Every incoming class of students is required to attend a mandatory field orientation.
Letters that provide the exact time, date and location of the event are mailed to
students a few weeks before the orientation.
The School of Social Work purchases individual malpractice insurance for each
student. Students with a criminal history may have to purchase their own insurance.
Links to insurance providers can be found on the field webpage. Students may be
required to purchase their own health care policies as required by their placement
agencies.
Part-Time Course Schedule: (Total Hours=60)
Sem 1
Sem 2
Sem 3
Sem 4
Sem 5
SOW 6105
(3)
Found in
Hum
Behavior
SOW 6305
(3)
Found of
Social Work
Practice
SOW 6348
(3)
Diversity
and Social
Justice
SOW 6186
(2) Found
of SW
Macro
Practice
SOW 6405
(3)
Found of
Social Work
Research &
Statistics
SOW 6235
(3)
Found of
Social
Welfare
Policy
SOW 6342
(3)
SW Practice
with
Individuals
SOW 6534
(1)
Field
Instruction
SOW 6553
(2)
Field
Instruction
SOW 6124
(3)
Psychopathology
SOW 6438
(3)
Evaluation
of Clinical
Practice in
Diverse
Settings
SOW 6342
(3)* SW
Practice
with
Individuals
SOW 6362
(3)
SW
Practice
with
Couples &
Families
SOW 6236
(3)
Social
Welfare
Policy &
Analysis
Sem 6
Sem 7
Sem 8
SOW 6368 (3)
SW Practice
with Groups
SOW 6126
(2) Health,
Illness &
Disability
SOW 6375 (3)
Advance SW
Macro Practice
Elective (3)
Elective (3)
SOW 6556 (2)
Field
Instruction
SOW 6557
(2) Field
Instruction
SOW 8977 (1)
Capstone
Project
SOW 6558 (2)
Field
Instruction
SOW 6555
(2) Field
Instruction
SOW 6554
(2) Field
Instruction
80 clock hours of field in semester 2 (8 hours a week). 150 clock hours per semester in remaining semesters (10
hours per week)
The highlighted courses are waived for advanced-standing students.
*Starred course is not taken by regular-standing students
10
Foundation
Sequence I: Foundation Field Education
The following list of Competencies and Practice Behaviors have been
established by the Council on Social Work Education (CSWE) as necessary
skills that every graduate of an accredited program should demonstrate prior
to graduation. These Competencies and Practice Behaviors will become the
student’s Learning Plan and help the student direct their progression in the
agency environment. By the end of the first 380 hours of field placement
students are expected to be able to demonstrate all of the Practice Behaviors
listed below.
Competency #1: Intern identifies as a professional social worker and conducts
himself/herself accordingly.
1.1 Advocates well for client access to the services of social work
1.2 Practices personal reflection and self-correction to assure continual professional
development
1.3 Attends well professional roles and boundaries
1.4 Demonstrates professional demeanor in appearance and communication
1.5 Engages in career-long learning
1.6 Uses supervision and consultation effectively
Competency #2: Intern applies social work ethical principles to guide his/her
professional practice.
2.1 Recognizes and manages personal values in a way that allows professional values to guide
practice (e.g., on such issues as abortion and gay rights)
2.2 Makes ethical decisions by applying standards of the NASW Code of Ethics
2.3 Tolerates well ambiguity in resolving ethical conflicts
2.4 Is able to apply strategies of ethical reasoning to arrive at principled decisions
Competency #3: Apply critical thinking to inform & communicate professional
judgments.
3.1 Is skilled at appraising and integrating multiple sources of knowledge; including researchbased knowledge and practice wisdom
3.2 Is skilled at analyzing models of assessment, prevention, intervention, and evaluation
3.3 Demonstrates effective written communication in working with individuals, families,
groups, organizations, communities, and colleagues
Competency #4: Intern engages diversity and difference in practice
4.1 Recognizes the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power
4.2 Has sufficient self-awareness to eliminate the influence of personal biases and values in
working with diverse groups
4.3 Recognizes and communicates her or his understanding of the importance of difference in
shaping life experiences
4.4 Views herself or himself as a learner and engages those he or she works with as informants
11
Competency #5: Intern advances human rights and social and economic justice
5.1 Understands the forms and mechanisms of oppression and discrimination
5.2 Is skilled at advocating for human rights and social and economic justice
5.3 Is skilled at engaging in practices that advance social and economic justice
Competency #6: Intern engages in research-informed practice and practice-informed
research
6.1 Is skilled at using practice experience to inform research
6.2 Is skilled at using research findings to improve practice, policy, and social service delivery
Competency #7: Intern applies knowledge of human behavior and the social
environment
7.1 Demonstrates ability to utilize conceptual frameworks to guide the processes of
assessment,
intervention, and evaluation
7.2 Demonstrates ability to critique and apply knowledge to understand the person in the
environment
Competency #8: intern engages in policy practice to advance social and economic
well being and to deliver effective social work services
8.1 Is skilled at analyzing, formulating, and advocating for polices that advance social wellbeing
8.2 Is skilled at collaborating with colleagues and clients for effective policy action
Competency #9: Intern responds to contexts that shape practice.
9.1 Is skilled at continuously discovering, appraising, and attending to changing locales,
populations, scientific and technological developments, and emerging societal trends in
order to provide relevant services
9.2 Is skilled at providing leadership in promoting sustainable changes in service delivery and
practice to improve the quality of social services
Competency #10: Intern engages, assesses, intervenes, and evaluates with
individuals, families, groups, organizations, and communities.
Engagement :
10.1 Is able to work substantively & affectively to prepare for action with individuals, families,
groups organizations, and communities
10.2 Demonstrates empathy and other interpersonal skills
10.3 Is able to develop a mutually agreed upon focus of work and desired outcomes
Assessment:
10.4 Is skilled at collecting, organizing and interpreting client data
10.5 Is skilled assessing clients strengths and limitations
10.6 Is skilled at developing mutually agreed-upon intervention goals & objectives
10.7 Is skilled at selecting appropriate intervention strategies
Intervention:
10.8 Is skilled at initiating action to achieve organization goals
10.9 Is skilled at implementing prevention interventions that enhance client capacities
10.10 Is skilled at helping clients resolve problems
10.11 Is skilled at negotiating, mediating, and advocating for clients
10.12 Is skilled at facilitating transitions and endings
Evaluation:
10.13 Demonstrates ability to analyze, monitor and evaluate interventions
12
Sequence II & III: Advanced Clinical Field Education
Objectives
The skills acquired by students in the foundation clinical practicum will continue
to be practiced as additional skills are acquired. Advanced clinical practicum
students will continue to focus on issues related to diversity, values and ethics,
professional development, vulnerable populations, and social and economic
justice. Building on their generalist foundation, students will use theories from
the classroom, apply them with discretion, and evaluate their appropriateness
and effectiveness with clients. The students will continue to concentrate on the
same Core Competencies. However, the Practice Behaviors in the Advanced
Clinical Sequence will become more rigorously focused on becoming
independent practitioners. By the end of 980 hours (600 for Advanced
Standing) of field placement students are expected to be able to demonstrate
the following Practice Behaviors:
Competency #1: Identify as a professional social worker and conduct oneself accordingly.
1.1
Readily identify as social work professionals.
1.2 Demonstrate professional use of self with client(s).
1.3 Understand and identify professional strengths, limitations, and challenges
1.4 Develop, manage, and maintain therapeutic relationships with clients within the personin-environment and strengths perspectives.
Competency #2: Apply social work ethical principles to guide professional practice.
2.1 Apply ethical decision making skills to issues specific to clinical social work.
2.2 Employ strategies of ethical reasoning to address the use of technology in clinical practice
and its impact on client rights.
2.3 Identify and use knowledge of relationship dynamics, including power differentials.
2.4 Recognize and manage personal biases as they affect the therapeutic relationship in the
service of the clients’ well-being.
Competency #3: Apply critical thinking to inform & communicate professional judgments.
3.1 Engage in reflective practice.
3.2 Identify and articulate clients’ strengths and vulnerabilities.
3.3 Evaluate, select, and implement appropriate multidimensional assessment, diagnostic,
intervention, and practice evaluation tools.
3.4 Evaluate the strengths and weaknesses of multiple theoretical perspectives and
differentially apply them to client situations.
3.5
Communicate professional judgments to other social workers and to professionals from
other disciplines, in both verbal and written formats.
Competency #4: Engage diversity and difference in practice.
4.1
4.2
4.3
Research and apply knowledge of diverse populations to enhance client well- being.
Work effectively with diverse populations.
Identify and use practitioner/client differences from a strengths perspective.
Competency #5: Advance human rights and social and economic justice.
5.1
Use knowledge of the effects of oppression, discrimination, & historical trauma on client
13
and client systems to guide treatment planning and intervention.
5.2
Advocate at multiple levels for mental health parity and reduction of health disparities
for diverse populations.
Competency #6: Engage in research informed practice and practice informed research.
6.1 Use the evidence-based practice process in clinical assessment and intervention with
clients.
6.2 Participate in the generation of new clinical knowledge, through research and practice.
6.3 Use research methodology to evaluate clinical practice effectiveness and/or outcomes.
Competency #7: Apply knowledge of human behavior and the social environment.
7.1 Synthesize & differentially apply theories of human behavior and the social environment
to guide clinical practice.
7.2 Use bio-psycho-social-spiritual theories & multiaxial diagnostic classification systems in
formulation of comprehensive assessments.
7.3
Consult with medical professionals as needed, to confirm diagnosis and/or to monitor
medication in the treatment process.
Competency #8: Engage in policy practice to advance social and economic well-being and to
deliver effective social work services.
8.1 Communicate to stake holders the implications of policies and policy change in the lives
of clients.
8.2 Use evidence-based practice and practice-based evidence in advocacy for policies that
advance social and economic well-being.
8.3
Advocate with and inform administrators and legislators to influence policies that affect
clients and service.
Competency #9: Respond to contexts that shape practice.
9.1 Assess the quality of clients’ interactions within their social contexts.
9.2 Develop intervention plans to accomplish systemic change.
9.3 Advocate with and inform administrators and legislators to influence policies that affect
clients and service.
Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities.
10.1 Develop a culturally responsive therapeutic relationship.
10.2 Attend to the interpersonal dynamics and contextual factors that both strengthen and
potentially threaten the therapeutic alliance.
10.3 Establish a relationally based process that encourages clients to be equal participants in
the establishment of treatment goals and expected outcomes.
10.4 Use multidimensional bio-psycho-social-spiritual assessment tools.
10.5 Assess clients’ readiness for change.
10.6 Assess clients’ coping strategies to reinforce and improve adaptation to life situations,
circumstances, and events.
10.7 Select and modify appropriate intervention strategies based on continuous clinical
assessment.
10.8 Use differential and multiaxial diagnoses.
10.9 Critically evaluate, select, and apply best practices and evidence-based interventions.
10.10 Demonstrate the use of appropriate clinical techniques for a range of presenting
concerns identified in the assessment, including crisis intervention strategies as needed.
10.11 Collaborate with other professionals to coordinate treatment interventions.
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10.12 Contribute to the theoretical knowledge base of the social work profession through
practice-based research.
10.13 Use clinical evaluation of the process and/or outcomes to develop best practice
interventions for a range of bio-psycho-social-spiritual conditions.
Expectations for Professional Behavior
USF is mandated by the Council on Social Work Education (CSWE) to foster
and evaluate professional behavioral development for all the students in the
social work program. This evaluation occurs in all classes but is particularly
important in the field. USF and the community agencies that agree to host USF
social work students enter into a partnership and share the responsibility of
supervising and coordinating the placement. Therefore, professional behavior
is expected both in the field and in the seminar class that accompanies the
field experience. In addition to the values of the profession which are codified
in the NASW Code of Ethics, students are expected to exhibit the following
ethical standards of behavior:
Accountability: Attend class, arrive on time and return from break in a timely
manner. Participate in group activities and assignments and complete
assignments on time. Read and follow directions.
In the field: If you must request an alteration in your schedule, plan to speak
with your Field Instructor ahead of time. Read and follow agency policy. Arrive
on time and be prepared for supervision sessions with a written agenda.
Respect: Treat all your peers, your instructors, and those you come in contact
with, with dignity and respect at all times. Listen when others are speaking,
offer feedback in a constructive manner, approach conflict in a cooperative
manner and use positive non-judgmental language.
In the Field: Treat your agency, its personnel, policies, and procedures with
respect and dignity by always using positive, constructive, respectful and
professional language when discussing any part of your field experience. Ask
permission to make changes to your schedule. Do not engage in office gossip.
Deal with problems or concerns directly.
Confidentiality: Treat any personal information you hear about a peer or
instructor as confidential. Use good judgment in self-disclosing in the
classroom. Never disclose identifying information about clients in the
classroom.
In the field: Do not discuss clients in an open area such as the lunch room or
break area. Do not listen to your voicemail on speaker phone. Never leave a
client record or computer screen up when you leave the area. Be sure you
15
understand your agency’s policies on confidentiality when dealing with
individuals, children, families and groups.
Competence: Apply yourself to your academic pursuits with seriousness and
conscientiousness, meeting deadlines as given by your instructors. Take
responsibility for the quality of your completed work. Strive to work toward
greater awareness of personal issues that may affect your work with clients.
In the field: Take initiative to seek out information about the type of client
you are working with. Review your findings in supervision. Ask how you can
improve your skills and remain open to corrective feedback. Do not believe
that you do not have any biases.
Personal Appearance: Dress appropriately for class.
In the field: Familiarize yourself with the agency dress code and follow it.
Take into consideration your clientele and adjust your style of dress
accordingly. Do not break policy even if you observe other employees at the
agency doing it. Dress up if you will be representing the agency at a
community meeting or the University at a board meeting etc. Refrain from
using heavy colognes and perfumes when you go to your placement. Ask
about the agency policy regarding exposure of tattoos and piercings.
Integrity: Practice honesty with yourself, your peers, and your instructors.
Do your own work and take credit only for your own work. Acknowledge areas
where improvement is needed.
In the field: Commit yourself to fostering the development of professional
self-awareness, learning the NASW code of ethics and social work practice
standards, and becoming a lifelong learner. Because of the sensitive nature of
client material and the powerful feelings that are often evoked in discussion
with clients, it may become necessary for you to explore your innermost
thoughts and feelings with a therapist or other appropriate person.
Professional social workers consider this process integral to the development of
the professional self. Remain open to it and ask for direction when you need it.
Diversity: Embrace diversity. Strive to become more open to people, ideas,
and beliefs that you are not familiar with.
In the field: Exhibit a willingness to serve diverse groups of people. Take
initiative to learn about people, ideas and beliefs that differ from your own.
Acknowledge your own biases and stereotypes and strive to eliminate them
through the development of professional self-awareness.
The NASW Code of Ethics can be accessed online at www.naswdc.org.
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General Policies and Guidelines
Agency Affiliation Agreement
Administratively, field education consists of a formalized arrangement between the
University and the social service agency referencing mutual expectations,
requirements and procedures. This arrangement is typically formalized with an agency
Affiliation Agreement signed by appropriate administrative personnel signifying the
partnership between the University and the agency.
Social work is a change-oriented profession. Therefore, coordination between the field
and University is crucial in maintaining a vibrant and relevant curriculum. Input and
feedback from field instructors about practice needs and service delivery are essential
components of curriculum development and its revision. The School's faculty values
the collaborative support of field instructors and students are encouraged to facilitate
the communication between agency personnel and University faculty when
appropriate. Additionally, agency personnel are encouraged to access the School’s
website and utilize the interactive tools in place to encourage their feedback and
participation in the ongoing development of the field program.
Restrictions Regarding “On-the-Job” Training
Field Instruction in social work education is a specially designed learning experience,
not intended as a mechanism to accrue on-the-job training. Students currently
employed in a social services agency may not complete their field placements in their
current jobs except with the creation of a paid field practicum plan which is discussed
in detail later in this manual.
Required Number of Hours
All MSW students must complete a total of 980 field placement hours (600 for
Advanced Standing students) to be eligible for graduation. Full-time students are
encouraged to “bank” up to 36 hours and Part-time students 20 hours (with the
permission of their field instructor) to help in the event of an unexpected personal
emergency or illness.
If the student’s field agency is closed during your normally scheduled internship hours
(i.e., school system teacher work days) the field instructor may provide directed study
(i.e., NASW on-line course, research pertaining to client population, visit to
collaborating agency) for up to 50% of the missed internship hours, the rest must be
made up.
Questions concerning the interpretation of any of the policies in this section of the manual
should be directed to the Director of Field Education.
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Sharing of Student Information during the
Field Placement Process
Students should be advised that the Office of Field Education may share all relevant
information with appropriate persons involved in the student’s field placement
process. This may include but is not limited to; the agency administrator or contact
person, the agency field instructor, the faculty seminar instructor or liaison, the
student’s academic advisor, or the Director of the School of Social Work. Relevant
information is defined as information that may have an impact on the field placement
selection and information which may affect clients, agency field instructors, staff, or
the student learning experience. Such information will be shared to enable informed
choice by field instructors, protect clients, protect students, and facilitate the learning
process. Agency field instructors are also expected to share relevant information with
the Office of Field Education. The student may be required to sign a release of
information for some types of information sharing.
Field Placement Process
USF students are expected to take an active role in the selection of their field
placement agency by participating fully in the field placement process. While students
are not permitted to contact field agencies directly, they are encouraged to research
different settings and think about what area of practice they would like to experience
before attending their field placement interview. Additionally, students are required
to read this manual in its entirety prior to beginning their internship.
All MSW students enter the field in the semester that follows the completion of the
foundation coursework. Ideally, students will begin the field placement interview
process at the beginning of the semester before they enter the field. Students will be
contacted by their field coordinator to schedule a face to face interview. Advanced
standing students will be contacted upon admission and interviewed as soon as
possible. All students must bring to the interview a completed Field
Application and an updated Resume.
*Some organizations have costs associated with placement. Students should
inform the field coordinator if this will impact placement preferences. See the
Appendix for a cost list of available services in the Student Health Center.
At the field placement interview, the field application will be reviewed and discussed.
The field coordinator will explore with the student their top three choices of area of
practice and future career goals/aspirations.
Once all the student interviews have been completed, the field coordinator will begin
the matching and assigning process. Students are matched with the affiliated agency
deemed most likely to meet the mutual learning needs, opportunities, and
expectations of the student, agency and the MSW program.
The student is then notified of the person to contact at the assigned agency and asked
to arrange an interview. Most notifications occur at least one month before the end of
semester preceding the planned field practicum.
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Students must make contact with the agency and schedule an interview with their
potential field instructor as soon as they receive notification of the person to contact.
Students and agencies interview each other and each party has the opportunity to
decline the other. Students should treat this interview as they would any interview for
a paid position. Following the interview, the student must complete the
Agency Interview Form (located on the Social Work website) indicating the
outcome of the interview, and submit it electronically within 48 hours.
Failure to meet this deadline slows the placement process and may result in
the field placement slot being taken by other students at USF or at other
institutions.
The School of Social Work will work with a student to find a suitable field placement,
but it does not guarantee a placement. There is a limitation on the number of “missed
opportunities” that a student can have in order to obtain a field placement. The
maximum number of “missed opportunities” permitted is three. “A missed
opportunity” includes each occurrence of the following: a student turning down an
offer for an interview at an agency; being turned down by an agency following an
interview; and/or refusing to accept a placement offer with an agency.
If an agency requests that a student be removed from placement for any of the
following reasons:
 Unsatisfactory performance
 Poor attendance
 Failure to adhere to agency policies
 Unprofessional behavior
The School of Social Work will make only one more placement interview opportunity
for the student and may inform the prospective placement agency of the student’s
prior history in the field.
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Criteria for the Selection of Field Agencies
Each of the area agencies utilized as a site for field placement is known
to offer a wealth of learning experiences for clinical social work practice.
These experiences typically, are carried out through the usual day to day
activities at the agency. The USF Field Program Office maintains a
database of approved agencies and their associated qualified Field
Instructors. The Field Program Office is always interested in developing
new placements for our students. The following list of criteria is used as
a guide to determine if an agency may be appropriate to host an MSW
student intern.
• The agency’s program must be compatible with USF’s educational objectives.
This means that the agency has the ability to offer both a generalist experience,
providing both clinical and community learning opportunities for students and practice
opportunities and field instruction compatible with master’s level clinical social work.
• The program must be of sufficient size and scope to provide breadth, diversity and
depth in learning opportunities.
• If a broad range of learning experiences, including work with diverse clients and
systems is not available, supplemental experiences with another setting can be
planned in order to fulfill the school’s educational objectives for its students.
• The agency must provide a Field Instructor with a Master of Social Work (MSW)
degree and at least two years of post-graduate professional social work experience.
• Agency staff must have time available to provide effective supervision and
professional instruction, including the prospective Field Instructor’s participation in a
USF Field Instructor Training and liaison visits. Field Instructors are expected to
provide a minimum of 1 hour of face-to-face field instruction per week. Additionally,
Field Instructors must be on-site for the majority of the time that the student is at the
agency until they determine that the student is able to practice without direct
observation.
• Physical facilities must be adequate for effective student learning, including desk
space, telephone, computer access, and office support, reimbursement of on-the-job
costs consistent with staff privileges and budgetary provisions, and confidential clientinterview space.
• Agencies must have a written non-discrimination policy.
• Agencies must complete the “Affiliation Agreement” form and submit a signed copy
to the field office.
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Criteria for Selection of Field Instructors
The primary goal of the field internship is the student’s professional educational
development. Capacity for field instruction requires the ability to adapt social work
practice skills to teaching and supervision. The following criteria are used in selecting
Field Instructors:
• Field Instructors must have a Master’s degree in social work from a CSWE accredited
program and a minimum of two years postgraduate professional social work practice
experience.
• Social work licensure (LCSW) is recommended, but not required.
• MSW Field Instructors must demonstrate the capacity and commitment to assume
responsibility for the teaching of students, as evidenced by professional competence in
social work practice, identification with the profession and effectiveness in the creative
use of agency function and structure to identify learning opportunities.
• All Field Instructors must demonstrate motivation for field instruction, including
readiness to achieve satisfaction from the professional growth of others, through staff
supervision or comparable activities, and a desire to participate in the instruction of
students in accordance with the philosophy and educational objectives of the USF
curriculum.
• All Field Instructors must honor the agency’s non-discrimination policies in their
work with student interns.
• All Field Instructors must have time available for effective educational assessment,
planning of learning experiences and scheduling of ongoing supervision. Additionally,
Field Instructors are expected to participate in Field Instructor Training, offered
through USF or another State of Florida University.
The Field Instructor Training includes (but is not limited to) the following topics:
 Description of each Program (BSW; MSW)
 Explanation of Field Staff Roles
 Definition of the Roles and Responsibilities of the Field Instructor
 Explanation of the EPAS/Competencies/Practice Behaviors
 Development of the Learning Plan
 Use of the Problem Solving Process
 Evaluation Tools
 Integration of Theory into Practice
 Learning Styles of Students
 Developmental Stages of the Internship
 Incorporating Research and Evidence-Based Practice
 Typical Challenges and Rewards
 Administrative issues (i.e., mileage reimbursement, parking, use of student cell
phones for agency business)
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Background checks
Background checks are required by some agencies before a student is accepted for,
and/or allowed to begin, an internship. If an agency requires any type of background
check and/or medical testing, the agency should notify the intern of these
requirements during the interview process. Conducting background checks is the
responsibility of the agency. If an agency is not able to pay for these additional
requirements, payment is the responsibility of the student.
Holidays, Breaks and Vacations
USF does not require students to be at their internships during holidays officially
observed by the University. Agencies, however, may require that students be at their
internships during University holidays, and this requirement may supersede USF’s
holiday policy. This should be communicated to students during the internship
interview process. Students needing to take additional time off during their
internships, or wishing to make up time missed for illness or vacation, must discuss
their request with their field instructor.
Records Access
Following completion and activation of the Affiliation Agreement the agency forms a
partnership with the University. As such, the designated agency representative will
have access to any relevant student records in accordance with University guidelines.
Additionally, the agency is obligated to follow all University guidelines and policies.
Malpractice Coverage
USF will maintain individual malpractice coverage on each student during the duration
of their field experience. A signed affidavit concerning criminal history will be required
prior to obtaining coverage. If the student has a criminal history the insurance
company will determine their ability to cover the student. If the school’s insurer
refuses to cover the student the student must seek their own coverage prior to
entering field. Information for obtaining individual coverage is available on the field
program web page.
Practicum Hours
Each non-advanced standing student will complete a minimum of 980 hours of field
practicum, which includes a combination of a foundation clinical practicum of at least
380 hours (Sequence I) and an advanced clinical field practicum of at least 600 hours
(Sequence II and III), in a model utilizing a single community agency placement for
the entire practicum experience. Advanced standing students complete only 600
hours (sequence II). Between semesters, students may “bank” up to 36 hours (if
full-time and 20 hours if part-time) that will be applied to their total hours in the next
semester. All students are required to record hours worked over break on their log of
field and supervision hours. Students are to be in placement for the duration of the
expected semester.
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Mileage Reimbursement/Use of Personal Vehicle
Agencies may require a student to use their personal vehicle to carry out the expected
duties of a professional social worker. Students should inquire about the need to
make home visits or transport clients in their person vehicle during the interview
process. The agency is expected to compensate the student for mileage at the same
rate as that which is paid to other professional staff. Students should not transport
clients in their own personal vehicle. The University of South Florida does not cover
the cost of automobile insurance for any of its interns.
Paperwork
Any paperwork or web based form required by the School of Social Work must be
submitted within the designated time frame and method. Examples of this would
include the Agency Interview Form, malpractice information, Student Field Learning
Plan, your Record of Field Practicum Hours and your Student Evaluation of Field. The
responsibility of making certain that field instructors are aware of approaching
deadlines, within a reasonable time frame, is shared by both the student and the Field
Program. Students will maintain a record of all field hours and supervision hours on
the ipt data system. The electronic signature of the Field Instructor on the Hours Log
at the end of each semester will lock the instrument and automatically submit it to the
Field Instructor and the Field Dept.
Personal Emergencies and Field Hours
All MSW students must complete the minimum number of required hours in field to be
eligible for graduation. Any time missed for a personal emergency must be made up
prior to graduation. These arrangements will be made by the student and the field
instructor and the faculty field liaison assigned to the student will be notified at once.
The student is responsible for notifying the field instructor as early as possible of any
emergency which interferes with the ability to participate in practicum.
Emergency Closings
Students scheduled for field hours on a day when the University closes in response to
an emergency (i.e. hurricane or national disaster) will not be penalized for the loss of
practicum hours. Students will report the number of hours originally scheduled for
practicum for that day on their Record of Field Hours on the IPT data base form as an
emergency closing. These hours will not have to be made up.
Workshops and Continuing Education
The option of utilizing a maximum of 8 hours per field sequence for additional training
may be used as part of the required practicum hours. The training must be clinical in
nature and participation must be approved by the field instructor prior to participation.
In addition, if an agency makes attendance to a workshop to be mandatory for all
staff and this training is during the usual practicum hours, these hours would be in
addition to those identified above.
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Health Issues
During field practicum, a student should be aware of the possibility of exposure to and
from the general public as well as client or at-risk populations. Each student should
contemplate the health implications of such contacts and is encouraged to speak with
a personal physician or a health care representative at the USF Student Health Center
regarding recommended immunizations and tests. It is recommended that students
inquire during the placement interview of any areas of concern or need for preparation
prior to placement.
Student Safety in the Field
Students and agencies must work together to create a safe environment. Each agency
is responsible for orienting field students to the safety policies and procedures of that
setting during the agency orientation, as well as in supervision. Each student is
responsible for discussing safety concerns with his or her Field Instructor. It is
important to discuss guidelines for prevention, as well as crisis/safety plans. Such
discussions should also include, but not be limited to, safety issues in the community,
during home visits, within the agency building and environs, with particular clients
prone to violent behavior, and the security of personal belongings. Students may be
required to make home visits if such tasks are routinely requested of professional
staff. A student is expected to have access to any equipment which is given to other
paid agency staff or volunteers. If a student believes they are at personal risk on a
home visit or within the agency setting, the student should discuss their concerns
immediately with the agency field instructor or supervisor. If this solution fails to
resolve the concerns in a reasonable manner, the student must immediately contact
the School of Social Work and speak with his/her field liaison or other faculty field
representative.
Persons with Disabilities
USF is an exciting, welcoming, supportive environment. The faculty and administration
strive to insure that students with disabilities participate in all aspects of University
life. Academic accommodations are arranged through the Students with Disabilities
Services (SDS) office. Any student interested in requesting accommodations through
SDS can learn about this process by visiting the website: http://www.sds.usf.edu/
(arrangements must be made in advance of the needed accommodation and in a
timely manner).
Sexual Harassment and Equal Opportunity
USF Policies on Equal Opportunity and Sexual Harassment can be found in
the USF Student Handbook
http://www.sa.usf.edu/handbook/USF_Student_Handbook.pdf
24
Roles and Responsibilities of the School of
Social Work
The USF School of Social Work has ultimate responsibility for the administration of the
field education program and for all decisions affecting the student including, but not
limited to, grades, credits, field hours and student withdrawal. Through its field team,
USF assumes the following specific responsibilities in relation to the field internship:
1. To approve student internships, with agency consent, and to provide agencies with
pertinent information concerning the students selected, as appropriate.
2. To orient Field Instructors to the MSW curriculum and the role of the field internship
within the MSW program.
3. To provide a Field Liaison to be the link between USF, the student and the
internship agency.
4. To provide field education training for Field Instructors.
5. To provide guidelines for the formal evaluation of students’ field performance in
accordance with the Field Learning Plan.
6. To evaluate each agency’s appropriateness and effectiveness as a field internship
site.
7. To evaluate the performance of Field Instructors based on student and Field Liaison
feedback.
8. To select the Field Instructor, in cooperation with the field internship agency.
9. To approve agencies as field internship sites and review the approval in a timely
manner.
Roles and Responsibilities of the Director of
Field Education
The Director of Field Education is responsible for the oversight of the field program, longterm development of the program and representation of the program on the Curriculum
Committee. This person assists the School Director in recruitment and assignment of
faculty field liaisons; development of field placement locations; and ongoing coordination
and training of field instructors and other agency representatives. This faculty member is
also responsible for developing and conducting periodic orientation, training and program
assessment sessions for students, faculty field liaisons, field instructors and other
appropriate agency or community representatives. The Director also chairs the resolution
process for any concerns that originate in the field.
25
Roles and Responsibilities of the USF Field
Coordinator
Field Coordinators are assigned to assist students in the field placement process. They
are considered part of the field program faculty and work together as a team to provide
the strongest field program possible. Specific individuals are usually designated as
working primarily with one group of students (i.e. BSW or MSW), but all are working
together to match students to the best field placements available.
1. Contacting assigned group of students to begin the field placement process.
2. Collecting field applications and conducting student interviews to explore the students’
areas of interest.
3. Matching students with the affiliated agency most likely to meet the mutual learning
needs, opportunities, and expectations of the student, agency and the MSW program.
4. Contacting the agency to facilitate the interview process for the student.
5. Notifying the student of their ability to schedule their interview.
6. Communicating placement information to the Director of Field and Program Assistant.
Roles and Responsibilities of the Field
Liaison/Seminar Instructor
The Field Liaison/Seminar instructor is the official representative of the School of
Social Work and acts as a link between USF, the student, and the internship agency.
He or she plays a variety of roles and provides a number of services in relation to the
field internship. The range of roles includes linkage, mediation, monitoring,
administration, consultation, and advocacy. Specific services rendered depend upon
the needs of the Field Instructors and students. The Liaison is an ongoing consultant
to the Field Instructor and field agency in the selection and planning of learning
experiences that are consistent with the curriculum objectives and developmental
needs of the student. Additionally, the Liaison provides monitoring and consultation to
the Field Instructor regarding the student’s progress in the achievement of educational
objectives, assistance in the formation of a corrective action plan, and has input on
the final assignment of the grade given in the field internship. Other responsibilities
include:
1. Contacting field agencies three times, with the first being within the first 3 weeks.
2. One face-to-face visit per semester with student and field instructor. Exceptions
may be made (i.e., Skype, Conference Call) when internships are more than 50 miles
26
from USF, or at the request of the Field Instructor. Liaison visits are made every other
semester for part-time MSW students.
3. Interpretation of the MSW curriculum objectives to Field Instructors.
4. Clarification of USF expectations regarding internship objectives and appropriate
field experiences to students and Field Instructors.
5. Assistance in problem-resolution, as needed, to ensure maximum field learning for
students.
6. Assisting Field Instructors in the identification of each student’s learning style and
planning learning experiences to fit this style, including accommodations requested
and approved under ADA guidelines.
7. Assisting students in identification of learning needs and educational experiences
necessary to meet those needs.
8. Assisting students with integration of coursework and internship experiences.
9. Assisting Field Instructors in the development of supervisory and teaching skills.
10. Attendance at a Formal Faculty Concern/Reservation meeting, when necessary, to
assist in the evaluation of a student’s field and academic performance, as part of
determining the future of the student’s educational experience. This includes
submitting necessary documentation and, on occasion, may include initiating a Formal
Faculty Concern/Reservation.
11. Evaluating Field Instructors and field internship agencies.
Roles and Responsibilities of the Field
Program Assistant
The Field Program Assistant is responsible for the team’s office support, maintenance
and accuracy of the field database, the logistics of the Field Instructor Training, and
other field related meetings. The Assistant also maintains the yearly meeting calendar,
handles materials and mailings, files field evaluations and assists in tracking Liaison
assignments.
27
Roles and Responsibilities of the Field
Agency
Field education is a partnership between the USF School of Social Work and field
agencies selected for their willingness and appropriateness to provide experiential
learning opportunities for MSW students. The importance of this partnership’s
collaborative nature, and the central role played by the Field Instructor, cannot be
overemphasized.
The success of the internship rests heavily on the skill and commitment of the Field
Instructor and the support of their agency administration. Upon accepting a student
intern, each agency assumes the following responsibilities:
1. To provide a description of agency functions, services provided, client
population served, learning opportunities available to students and instruction
available, and to provide updates of this information annually, or more
frequently if necessary;
2. To provide a qualified MSW to serve as the Field Instructor (see Field Instructor
Criteria);
3. To provide clinical services (preventive, habilitative, or rehabilitative);
4. To structure the workload of employees selected as Field Instructors to allow for
the necessary time for them to adequately supervise students, meet with the
faculty liaison, attend field instructor training, and prepare the student
evaluations as required;
5. To provide adequate workspace for the student and supplies needed to
accomplish assigned tasks;
6. To view work expectations for students as different from those of staff;
7. To provide experiential learning opportunities that will enable the student to
develop the competencies outlined in the Field Learning Plan and Evaluation
Instrument and integrate academic learning and practice;
8. To inform students of any special requirements that must be completed prior to
the beginning of the internship (e.g., CPR training, TB test, background
checks);
9. To conduct any background checks, etc., that may be required by the agency
before a student can begin the internship;
10.To provide mileage or travel compensation when student is required to use
personal vehicle to perform professional duties as a part of the internship when
the professional staff of the agency is paid for the same;
11. To provide training and any equipment and support necessary to provide for
28
the practical safety of the student in keeping with that provided for other
employees of the agency;
12.To observe policies regarding non-discrimination based on race, ethnic origin,
religion, disability, and sexual orientation.
Roles and Responsibilities of the Field
Instructor
The primary role is that of teacher. In conjunction with this role the Field Instructor
will:
1. demonstrate willingness to oversee a student's total learning needs beyond those
of a specific department within the agency;
2. complete all evaluative tools in a timely manner including field performance
evaluations and meetings with the Field Liaison and share this information with the
student in the requisite manner;
3. develop with the student, explicit, individualized learning objectives and strategies
through the student's Field Learning Plan;
4. provide minimum of one hour per week (biweekly for part-time students) of
regularly scheduled, uninterrupted, individual field instruction (group
supervision may be used to supplement but not to replace individual
supervision);
5. be available (or ensure identified staff is available) if the student needs
consultation between regularly scheduled field instruction.
6. consult in a timely manner with the assigned Faculty Field Liaison and/or Director
of Field Education for discussion of those questions that relate to the School of
Social Work or about any student related learning and/or performance issues;
7. attend and participate in all mandatory field instruction seminars and other special
activities offered by the School of Social Work to enhance the Field Instructor's
professional development;
8. assist the student in preparing for clinical social work practice in a variety of
settings by identifying and arranging for a diverse and rich practicum opportunity
which includes both those roles/tasks typically performed by clinical social work
staff in the agency and roles/tasks which the professional staff might like to
engage in if the opportunity were presented;
9. register on the ipt web-based data system for final evaluation and hours log entries
and keep their own status information updated.
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Roles and Responsibilities of the Student
All USF MSW students are adult learners who are expected to take an active role in
the planning and implementing of their learning experiences in the field placement. In
addition to following the behavioral expectations outlined earlier in this manual in the
Expectations for Professional Behavior section, each student assumes the following
specific responsibilities in relation to the field placement.
1 Read the field manual and follow the procedures outlined for the field placement
process.
2. To communicate with assigned Field Coordinator within requested timeframes to
ensure a smooth field placement process.
3. To register and keep updated the student page of the ipt web-based data system
maintained by the Field Department.
4. To take responsibility for discussing in a timely fashion, with either the Field
Instructor or Liaison, concerns that develop regarding the field internship and/or the
quality of the learning experience, and to follow established procedures for solving
identified problems.
5. To become familiar with, and abide by, agency policies and regulations, as well as
those of USF, and present him/herself in a manner consistent with these standards.
6. To report on time to the agency on scheduled internship days, to work all required
hours and to consult with the Field Instructor regarding any necessary changes in the
schedule.
7. In conjunction with the field instructor, complete a written Field Learning Plan each
semester and share it with the USF Field Liaison/seminar instructor for review and
comment.
8. To provide detailed accounts of practice experiences and samples of work to the
Field Instructor and Liaison, as requested.
9. To provide the Field Instructor with copies of course syllabi (or provide information
on how to access electronic course syllabi) for all courses being taken concurrently
with the field internship.
10. To prepare for, and participate actively in, all supervision meetings.
11. To abide by the NASW Social Work Code of Ethics at all times and, in so doing, to
protect the confidentiality of clients when required to present case material from the
internship in class or in written assignments.
12. Complete the 980 hour requirement for field practicum, 600 for advanced
standing. Any time missed must be made up within a time frame agreed to in writing
by the student, field instructor and faculty field liaison.
30
* Failure by a student to comply with any of the policies or procedures
outlined in this USF MSW Field Manual could result in receiving a failing grade
for field or dismissal
31
Field Internship in Place of Employment
The School of Social Work recognizes that the personal economic situation of some
Students make it necessary for them to explore field internship opportunities in their
places of employment. It is also recognized that professional activity and learning are
not incompatible, but there is a difference between the goals of educational
development and those of a job description. In order to facilitate the student’s ability
to complete their field placement at their place of employment, the School must have
a way to be assured that the focus of the field internship is on the student’s
learning. Therefore, students interested in an employment-based internship must
request permission from the field office by completing the Field Planning Agreement
process described below.
To be eligible to consider completing a field placement in the place of employment,
must have a field instructor who is different from their employment supervisor. The
student must have learning opportunities for their internship experiences that are
distinctly different from their regular job responsibilities.
A place of employment can be an internship setting only when the following guidelines
are met:
• The agency must have available either different units or distinctly different
learning opportunities that will provide the student with non-employment
related social work practice experiences. Thus the student will work outside of
his or her employment job description activities 20 (full-time) or 10 (Part-time)
hours per week that constitute the field internship to ensure that specific,
graduate-level learning objectives may be accomplished.
• This must be someone other than the student’s regular job supervisor to
ensure, in part, that the Field Instructor is free to focus on educational aspects
of the internship rather than on workload issues. The Field Instructor must
agree to provide individual field instruction for 1 hour per week. If the Field
Instructor has not attended Field Instructor Training, then they also must agree
to attend the next scheduled training.
• The agency and USF must agree that the assignments given to the internship
student are consistent with the educational objectives of the MSW program, and
the assignments must show evidence of sound educational design and planned
development of the student’s capacities. This may necessitate lighter caseloads,
planned and varied assignments for educational purposes, and additional hours
above the normal workweek to achieve internship requirements.
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Student Proposal for Field Internship in Place of
Employment
In developing a field internship in the place of employment, it is expected
that the student will take the initiative by making the proposal to the
Director of Field Education and coordinating the administrative requirements
of the agency. The following steps are to be followed:
1. The student must discuss with their Field Coordinator, his or her intent to
request an internship in the agency of employment.
2. The student must facilitate the completion of the Field Planning Agreement
with the highest available administrator at the agency.
3. The Agency must agree to protect the students’ learning.
4. The student must submit the completed Field Planning Agreement along with
a written proposal describing the distinctly different job duties and field
experiences to the Director of Field Education.
5. The Director of Field Education will review the request and notify the student
whether the internship is acceptable and/or whether any modifications will be
necessary. Notification will be made within two weeks if the agency has already
been approved by USF as a field agency, or within six weeks if it has not yet
been approved.
6. The student is responsible for supplying the Field Liaison/Seminar Instructor
with a copy of the approved internship plan
7. If the internship in the place of employment is found to be unacceptable, the
student must notify their Field Coordinator immediately and begin the process
of finding a placement.
* A member of the field team may visit the agency to discuss with the administrator
and/or Field Instructor how USF’s educational objectives will be met during the
internship.
* It will be the responsibility of the Field Liaison to determine, throughout the
internship, that it remains consistent with USF’s educational objectives and the
proposal made by the student. Deviations from the internship plan may result in the
student’s internship being terminated.
Any student who is offered employment by their field agency that will begin
before the completion of their internship, must notify their Field Liaison and
the Director of Field Education. Depending upon the timing of the
employment offer, students may need to complete the “Paid Planning
Agreement” form. This form can be accessed at socialwork.usf.edu
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Paid Field Placement
Some agencies may be in the position to provide students with financial support
during the field practicum experience. USF encourages agencies to pay student
interns whenever possible however, the School must ensure that the students’
learning will be protected in the paid placement. Planning and prior approval are
required before a paid field placement can be approved by the School. Requests are
made to the Director of Field Education. Supporting documentation includes the
following:
1. The agency must have a qualified MSW, with two years of post-graduate experience, to
serve as the Field Instructor. This must be someone other than the student’s employment
supervisor to ensure, in part, that the Field Instructor is free to focus on educational
aspects of the internship rather than on workload issues. The Field Instructor must agree to
provide individual field instruction for 1 hour per week. If the Field Instructor has not
attended Field Instructor Training, then they also must agree to attend the next scheduled
training.
2. The work activities must be congruent with the student's concentration or level (graduate
or undergraduate) in the program. Some jobs which are assigned the title of "Social
Worker" do not meet USF’s expectations of the practice activities for a particular field
experience. Students are responsible for the understanding and adherence to the course
objectives for field education.
3. There must be caseload control (if applicable) in this position in order to ensure that the
student's educational goals are the primary focus, not simply the needs of the agency.
4. The Agency must agree that the student will be given sufficient support and
encouragement to approach the practicum experience with the same opportunity for
learning as would be available to any student in a comparable setting, paid or unpaid.
5. The student must have demonstrated clear understanding and endorsement of the
educational principles involved. The Office of Field Education retains the right to grant this
employment-based exception only for students who demonstrate high standards of
professional and ethical behavior and a strong academic record.
6. The student must submit a “Paid Planning Agreement” signed by participants before a paid
placement is approved.
It is important to note that paid field placements can present many complicating
factors which limit students' full utilization of this educational opportunity. The
positives and negatives of entering into a paid field placement agreement should
be weighed carefully by the student and the employer. USF reserves the right to
deny a request for paid field placement.
Exception Planning
34
Field Problems and Resolution
The field internship is an integral part of the student’s educational experience and
preparation for professional practice. Performance in the field is a critical indicator of
readiness for professional practice and is a key element of the MSW program. It is
important that concerns arising in the field internship be discussed early, and that
feedback be given regularly. Concerns related to internships may be raised by
Students, Field Instructors or Field Liaisons/Seminar Instructor.
Concerns Raised by Students
Student concerns related to their field internship should first be brought directly to the
Field Instructor. If, for some reason, the student believes this is not possible, he or
she may discuss the concerns with the Field Liaison/Seminar Instructor. In many
cases, the Field Instructor or Field Liaison may coach the student in resolving the
problem for him or herself. If this does not result in a satisfactory resolution of the
problem, the Field Instructor, Field Liaison and/or other member of the field team will
call a meeting with the appropriate person(s) to determine the possibility and
appropriateness of further attempts at problem-solving. The Field Liaison/Seminar
Instructor will be responsible for monitoring the progress of any attempted solutions.
If it is determined at this point that the problem resolution results in a student
changing internship sites, then the Change in Field Placement Policy takes effect. For
detailed information, reference the “Change in Field Placement Policy”.
Concerns Raised by Field Placement Agency
Most students develop effective strategies for integrating the field internship into the
many other demands of their lives. However, if performance problems are observed, it
is important that students be given early feedback. When problems impair field
performance and professional behavior to the extent that client and agency
obligations are not being appropriately met, the Field Instructor and Field
Liaison/Seminar Instructor have the obligation to intervene. Such problems often
present an interrelated set of concerns that require communication, monitoring, and
an educational assessment by the Field Instructor, Field Liaison and/or field team.
The Field Instructor should be the first to intervene with a student exhibiting problems
in their field internship. If the underlying issues are not resolved in a timely manner or
result in actual or potential harm, the Field Liaison/Seminar Instructor is to be
involved and the Director of Field Education apprised of the situation.
The mission of the USF field program is to prepare students for the professional
practice of social work. The University and the profession of social work delegate to
the faculty the responsibility for determining whether students have demonstrated the
required level of achievement – academic performance, professional behavior, and
ethical behavior – sufficient to interact positively with client systems and practice at a
professional level.
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Faculty Concerns
Faculty have the responsibility to identify students who are not meeting acceptable
standards of professional and ethical conduct and seek, when possible, a way to
remedy problems that are identified. As directed in the Council on Social Work
Education accreditation standards guidelines, each social work educational program
must inform students in writing of its criteria for evaluating their academic and
professional performance as well as set forth their assessment processes. Both the
academic and field work standards are explicitly stated: the former in the MSW
Manual and the latter in the Field Manuals. In addition to the NASW Code of Ethics as
a reference point, the following behaviors, if they affect the student’s ability to make
appropriate progress toward graduation, will be considered in determining when a
Student Affairs Committee process should be initiated with a student:
1. Inadequate interpersonal relationship skills necessary for social work
practice, including the inability to form positive working relationships with
clients, faculty, supervisors, and peers.
2. Inadequate written or verbal communication skills, which impede the ability
to work effectively with faculty, peers, clients, and supervisors.
3. Inability to successfully secure a field internship within a reasonable period of
time or following 3 or more “missed opportunities” for placement.
4. Students who exhibit impaired performance in the classroom or in the field
placement. Behaviors include, but are not limited to, being actively suicidal,
inability to focus or communicate, distortion in thought processes, or otherwise
unable to develop appropriate working relationships in the social work context
even though appropriate ADA accommodations may have been provided.
5. Active substance abuse.
6. Lying, cheating, or any form of plagiarizing in course work or field work.
7. Excessive absences from class or field, which are considered predictive of
poor professional performance.
8. Persistent inability to meet deadline dates on assignments and projects,
suggesting an inability to be dependable and responsible in serving clients.
9. Non-disclosure of felony conviction, discipline by state licensing board, or
malpractice judgments.
10. Abuse of clients.
11. Behavior or language that suggests the student might harm clients in any
way.
12. Failure in a required academic course.
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Problem Solving Process
The following steps should be taken to resolve student concerns and
performance problems and in the field internship:
1. The student and/or the Field Instructor identify the problem and create a plan to
resolve it.
2. If the problem is not resolved, the student and/or Field Instructor should consult
with the Field Liaison/Seminar Instructor, and make another attempt to resolve the
problem.
3. If the problem is still not resolved, the Field Liaison/Seminar Instructor will facilitate
a meeting between the student, the Field Instructor and may involve the Director of
Field Education if necessary. At this meeting, a written contract with a time frame is
developed to address the problem. This contract focuses on the learning goals and
competencies outlined in the student’s Field Learning Plan. The Field Liaison/Seminar
instructor will distribute copies of the written contract to the Field Instructor, Director
of Field Education and student within a week following the meeting.
4. If the problem remains unresolved, the matter will be referred to the Student
Affairs Committee.
A student has the option of referring a specific individual concern regarding the field
placement process experience to the Student Affairs Committee.
Disruption in Field Placement
Field placements are chosen after a thoughtful process that includes the student, the
agency and the field team. Once a field placement has been confirmed, it is expected
that the student will complete the entire placement at that agency. Disruption of a
field placement is not taken lightly. Any mid-program internship change decision will
be made jointly by the Field Instructor, the Field Liaison/Seminar Instructor, the
student and the Director of Field Education. Other individuals, such as the student’s
academic advisor or the agency director, also may be asked to participate in the
decision.
If it appears that there should be a mid-program change in field internship, the Field
Liaison/Seminar Instructor should be consulted for the appropriate process and to
guide this change. Students who leave an internship without prior approval of
their Field Liaison/Seminar Instructor and Director of Field Education risk
failing the field internship. Students are not to initiate the process of finding
another internship without the expressed approval by, and participation of, their Field
Liaison/Seminar Instructor.
Field internship assignments are made with consideration given to a student’s
preferences and learning needs. USF students interview potential internship sites to
select the one that is the best fit for them. Thus, removing a student from a field
37
internship is considered only when serious circumstances that cannot be remedied
merit this radical disruption of a student’s experiential education.
Below is a list of the criteria that would meet the requirements for considering a midprogram internship change. The particular criteria must be judged by the student’s
Liaison or the Field Team as serious enough to be inhibiting the student’s learning,
such that the competencies required to fulfill the Field Practicum cannot be met.
Student-related criteria:
• The student has moved geographically, making the agency more than a 30-mile
drive from the student’s home.
• The student has experienced a family/personal crisis (e.g., death, divorce, serious
illness) which makes working with the current client population or setting
unmanageable.
• The student’s experiential learning needs are not being met.
• The student, in consultation with the Field Liaison/Seminar Instructor, identifies
irreconcilable conflicts with the Field Instructor that preclude a productive studentmentor relationship.
Agency-related criteria:
• The agency is experiencing a period of reorganization which significantly disrupts the
student’s learning.
• The agency has down-sized or otherwise lost the staff person who has provided the
student’s field instruction, and it has no other staff qualified and/or with time available
to serve in this role.
• The agency does not have enough work/learning experiences for the student
(clients, projects, groups, etc.).
• The agency no longer supports the MSW Field Instructor to do the 1 hour of
individual supervision required by USF.
• The agency’s mission, policies or theoretical base are such that they conflict with
social work values/ethics or USF guidelines.
Field Instructor-related criteria:
• The Field Instructor experiences a personal crisis (illness, death of a loved one,
accident, etc.) which interferes with his or her ability to be available physically or
emotionally for the student.
• The Field Instructor, in consultation with the Field Liaison/Seminar Instructor,
identifies irreconcilable conflicts with the student that precludes a productive studentmentor relationship.
• The Field Instructor assigned to supervise the student is not qualified (e.g., has not
had at least two years of post-graduate practice experience) or does not want to be a
Field Instructor.
• The Field Instructor is moved to a new job assignment within the agency, which
precludes fulfilling his or her Field Instructor role, and a qualified replacement cannot
be identified.
• The Field Instructor does not comply with USF’s policies and procedures regarding
supervision or evaluation of the student.
Prior to considering an internship change, the following steps must be taken
in an attempt to resolve field internship concerns:
38
1. The student and Field Instructor (and, if needed, agency administrator or field
Liaison/Seminar Instructor) discuss the concerns, problem-solve to pose solutions and
attempt to implement these solutions.
2. A plan is developed to bring about professional closure of the internship that takes
into consideration agency and client needs, as well as the learning needs of the USF
student. Students must follow the process outlined in the “Proposal to Change
Internship.”
4. In consultation with the Field, options for a new field placement will be found,
either within the same agency or at a different field site.
5. If a new field placement assignment is made, a new Field Learning Plan must be
developed and approved by the Field Liaison/Seminar Instructor. Failure to create a
new Field Learning Plan will result in an unsatisfactory grade in field seminar.
Changing field placement agencies mid-program may cause the
student to be unable to complete the required number of field hours
for the semester. When this occurs, the student will need to request
an incomplete grade “I” in their seminar class.
*A mid-program change in field internship may not occur more than once during a
student’s enrollment at USF.
39
Field Education Program
Change in Placement Proposal
When a mid-program field placement change provides the best possible solution to a
field problem or concern, students should learn from the experience in a meaningful
way. With this goal in mind, the USF field education program created a formal
process to request a change of field placement.
With a formalized process for a mid-program field placement change, students are
provided the opportunity to examine and articulate their experiences in field. This
information allows the students, the current Field Instructor, the Field Liaison/Seminar
Instructor and the student’s academic advisor to take part in the process, thereby
ensuring a smooth transition that enhances the student’s learning. The current Field
Instructor, Liaison, new Field Instructor and advisor can be included in the process at
any time as the situation warrants. This process empowers the student to assume
responsibility as an adult learner, and allows the student to understand his or her
learning needs that will impact his or her future professional career.
A student should view the need to change internships as a positive learning
experience. This process offers students the opportunity for reflection and assessment
in order to clearly articulate a rationale for change. The student’s rationale provides an
individualized view of his or her needs and prevents possible comparison with other
students at the same agency. As a result, this rationale will help others to be
supportive of his or her individual learning needs and goals.
The process below may be modified based on individual circumstances. This is
particularly true if the problem is agency-based (e.g., the elimination of an internship,
agency downsizing that impacts the availability of an MSW Field Instructor, etc.).
Process:
The student must first contact his or her Field Liaison/Seminar Instructor and
participate in the formal problem-solving process. If this process does not reach
resolution, the student should begin the process outlined below. Students may not
begin the process of finding a new placement until they have approval from
their Field Liaison/Seminar Instructor. Students should expect the entire change
process to take at least four to six weeks.
1. The student should create a formal termination plan with the current agency that,
in most cases, should be signed by an agency representative. It should include the
student’s plan for termination with clients, the agency and the Field Instructor. This
termination plan should also address the completion of any assignments or their
transition to others in the agency if necessary.
2. The student should also create a short self-reflection statement discussing what
was learned, what he or she wants from the new internship and Field Instructor, and
what could be done differently next time to prevent a reoccurrence of the situation.
40
This statement should also include a rationale for changing the internship.
3. Once the student completes the termination from the first agency, he or she can
begin working with the field team to secure a new internship. After a new internship is
secured, the student creates, with the assistance of the new Field Instructor, a formal
transition plan that provides target dates for the transition to the new agency, and the
development of a new Field Learning Plan.
Documentation:
The documentation listed below must be completed before a student can begin a new
internship. With the exception of the “Field Confirmation Form,” these documents
must be submitted to the Field Director for approval.
1. A formal termination plan, with appropriate signatures, for the agency that the
student is leaving.
2.






A reflection statement that includes:
The rationale for leaving
A description of events leading to the change in internship
The reasons for changing internships
The agency/Field Instructor’s role in the situation
The student’s role in the situation
What the student will do differently next time when encountering a similar situation
3. A final evaluation from the current agency.
4. A signed hours log from the current agency.
5. A transition plan with target dates for creating a new Field Learning Plan, and
assuming responsibilities at the new agency.
6. A new Agency Interview Form submitted electronically to the Field Office, and
7. An update to the Student Detail Page in the IPT data base system.
41
Evaluation of Student Performance
in the Field Program
Written field evaluation instruments are designed to provide an interactive process for
the student and Field Instructor to review the student’s progress, areas of strength
and areas needing continued growth.
Student performance and progress in the field placement is evaluated at midsemester during the field liaison visit. Additionally, the Field Seminar Instructor
evaluates student progress through written assignments and timely submission of
required field program paperwork.
The written evaluation titled “Field Evaluation Instrument” has been developed in
relation to the learning objectives for the field program which are outlined in the
syllabi for the field seminar course. Student performance is assessed each semester
to determine progress on 10 competency areas determined by the Council on Social
Work Education.
Final Semester: Evaluations are completed by the Field Instructor and reviewed with
the student prior to final submission at the end of the semester. It is the student’s
responsibility to alert the Field Instructor that the due date for the evaluation
is approaching. The evaluation is considered complete only when it is accompanied
by a signed hours log which is submitted via the ipt web-based data system at the
end of the semester. NOTE: the electronic signature of the Field Instructor “locks” the
form and automatically submits it to the Field Seminar Instructor. The form should not
be signed until it is ready to be submitted.
Grading
Criteria for grading include student progress as measured by the performance
evaluation instruments, timely completion of all field seminar assignments, and
completion of the required number of hours of field placement as evidenced by
submission of electronically signed time logs. Grading criteria is detailed in the
syllabus for each seminar.
Hours log
All MSW students are required to track their field placement and supervision hours on
the hours log found on the IPT website. (www.runipt.com) Students should ask their
Field Instructor to initial the log weekly in supervision. The student should always
keep a copy of their signed hours log. Attendance in field placement is a beginning
benchmark of the developing professional social worker. Students should treat their
agency and agency expectations as they would a formal job. If a student is not going
to be able to go to field placement for a legitimate reason, the field instructor should
be notified and a plan to make the hours up initiated. Supervisor will electronically
“sign” the log at the end of the semester. The log will be automatically locked from
further input.
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Students with Disabilities Services
The School of Social Work is committed to work toward the elimination of any potential
barrier to the education of a student accepted and enrolled in academic course work
provided by this School. As a way of demonstrating this commitment, the faculty of the
School will make every effort to follow the policies and procedures outlined by the
University and articulated by the University's office on Disabled Student Academic Services.
This approach includes not making pre-admission inquiries regarding a student's disability.
It is, therefore, the responsibility of the student to notify the University and School of any
special requests for accommodation.
The field program continues to work with community agencies which are primarily of public
or private not-for-profit status. Any agency serving as a field site agrees to follow the
policies outlined by the University and the State University System (SUS). The formal
recognition of this partnership is provided through the signed Affiliation Agreement. As
such, it is expected these agencies will work in partnership with the University and the
School in making every effort to provide reasonable accommodation for each student
enrolled.
PROCEDURE FOR STUDENT REQUESTING DISABILITY ACCOMMODATION
1. Contact the Disabled Student Academic Services office, (813) 974-4309
(Voice/TTY), and initiate the policy guidelines established by the University
described in the previous section. Contact should be made as early as possible as
delay could result in the inability of a student to proceed with academic objectives in
a timely manner.
2. Contact the MSW Program Chair the student is enrolled in to inform them of the
request being made. Request must be made in advance of needed accommodation.
3. Contact the Director of Field Education if a request for accommodation is being made
for field instruction.
4. An appropriate plan would be made at that time.
All steps must be followed to ensure a student's learning objectives are adequately met.
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Counseling Center for Human Development
The Counseling Center is a comprehensive, student-oriented facility providing services in
educational skill enhancement, career development, and mental health to the USF
community.
SVC 2124, 974-2831, http://usfweb.usf.edu/counsel
• Career Counseling
• The Personal Counseling Program
• The Reading and Learning Program
• Veterans Services Program
• Testing and Assessment Services
• Outreach Program
• Career Development/Academic Skills
• Performance Anxiety
• Interpersonal Relationship Skills
• Personal Development/Skills Enhancement
• Support Groups
• Center for Alcohol and Substance Abuse (CASA) and Vocational Rehabilitation Services
44
NASW CODE OF ETHICS
Preamble
The primary mission of the social work profession is to enhance human well-being and help
meet basic human needs of all people, with particular attention to the needs and
empowerment of people who are vulnerable, oppressed and living in poverty. An historic
and defining feature of social work is the profession's focus on individual well-being in a
social context and the well-being of society. Fundamental to social work is attention to the
environmental forces that create, contribute to, and address problems in living.
Social workers promote social justice and social change with and on behalf of clients.
`Clients' is used inclusively to refer to individuals, families, groups, organizations, and
communities. Social workers are sensitive to cultural and ethnic diversity and strive to end
discrimination, oppression, poverty, and other forms of social injustice. These activities
may be in the form of direct practice, community organizing, supervision, consultation,
administration, advocacy, social and political action, policy development and
implementation, education, and research and evaluation. Social workers seek to enhance
the capacity of people to address their own needs. Social workers also seek to promote the
responsiveness of organizations, communities, and other social institutions to individuals'
needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core
values, embraced by social workers throughout the profession's history, are the foundation
of social work's unique purpose and perspective:
*
*
*
*
*
*
Service
Social justice
Dignity and worth of the person
Importance of human relationships
Integrity
Competence
The constellation of these core values reflects what is unique to the social work profession.
Core values, and the principles which flow from them, must be balanced within the context
and complexity of the human experience.
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 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 more inspirational in nature. 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.
45
1.
Social Workers' Ethical Responsibilities to Clients
1.01 Commitment to Clients
Social workers' primary responsibility is to promote the well-being of clients. In general,
clients' interests are primary. However, social workers' responsibility to the larger society
or specific legal obligations may on limited occasions supersede the loyalty owed clients
and clients should be so advised. (Examples include when a social worker is required by
law to report that a client has abused a child or has threatened to harm self or others.)
1.02 Self-Determination
Social workers respect and promote the right of clients to self-determination and assist
clients in their efforts to identify and clarify their goals. Social workers may limit clients'
right to self-determination when, in their 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 service, risks related to the service, limits to service because of the requirements of a
third-party payor, 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 where 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 and/or translator whenever possible.
(c) In instances where 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 their 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 where clients are receiving services involuntarily, social workers
should provide information about the nature and extent of services, and of the extent of
clients' right to refuse service.
(e) Social workers who provide services via electronic mediums (such as computers,
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 audio taping or
videotaping clients, or permitting third party observation of clients who are receiving
services.
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.
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(b) Social workers should provide services in substantive areas or use
intervention techniques or approaches that are new to them only after
engaging in appropriate study, training, consultation, and/or supervision from persons
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'
culture 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, age, marital status, political belief, religion and mental or physical
disability.
1.06
Conflicts of Interest
(a) Social workers should be alert to and avoid conflicts of interest that interfere
with the exercise of professional discretion and impartial judgment. Social workers should
inform clients when a real or potential conflict of interest arises and take reasonable steps
to resolve the issue in a manner that makes the clients' interests primary and protects
clients' interests to the greatest extent possible. In some cases, protecting clients'
interests may require termination of the professional relationship with proper referral of
the client.
(b) Social workers should not take unfair advantage of any professional relationship
or exploit others to further their personal religious, political, or business interests.
(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 persons 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.
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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 service or
conducting social work evaluation or research. Once private information is shared,
standards of confidentiality apply.
(b) Social workers may disclose confidential information when appropriate with a valid
consent from a client, or a person legally authorized to consent on behalf of a client.
(c) Social workers should protect the confidentiality of all information obtained in the
course of professional service, except for compelling professional reasons. The general
expectation that social workers will keep information confidential does not apply when
disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or
other identifiable person or when laws or regulations require disclosure without a client's
consent. In all instances, social workers should disclose the least amount of confidential
information necessary to achieve the desired purpose; only information that is directly
relevant to the purpose for which the disclosure is made should be revealed.
(d) Social workers should inform clients, to the extent possible, about the disclosure of
confidential information and the potential consequences and, when feasible, before the
disclosure is made. This applies whether social workers disclose confidential information
as a result of a legal requirement or based on client consent.
(e) Social workers should discuss with clients and other interested parties the nature of
confidentiality and limitations of clients' right to confidentiality. Social workers should
review with client’s circumstances where confidential information may be requested and
where disclosure of confidential information may be legally required. This discussion
should occur as soon as possible in the social worker-client relationship and as needed
throughout the course of the relationship.
(f) When social workers provide counseling services to families, couples, or groups, social
workers should seek agreement among the parties involved concerning each individual's
right to confidentiality and obligation to preserve the confidentiality of information shared
by others. Social workers should inform participants in family, couples, or group
counseling that social workers cannot guarantee that all participants will honor such
agreements.
(g) Social workers should inform clients involved in family, couples, marital or group
counseling of the social worker's, employer's and/or agency's policy concerning the social
worker's disclosure of confidential information among the parties involved in the
counseling.
(h) Social workers should not disclose confidential information to third party payers,
unless clients have authorized such disclosure.
(i) Social workers should not discuss confidential information in any setting unless
privacy can be assured. Social workers should not discuss
confidential information
in public or semi-public areas (such as hallways, waiting rooms, elevators, and
restaurants).
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(j) Social workers should protect the confidentiality of clients during legal proceedings to
the extent permitted by law. When a court of law or other legally authorized body orders
social workers to disclose confidential or privileged information without a client's consent
and such disclosure could cause harm to the client, social workers should request that the
court withdraw or limit the order as narrowly as possible and/or maintain the records
under seal, unavailable for public inspection.
(k) Social workers should protect the confidentiality of clients when responding to
requests from members of the media.
(l). Social workers should protect the confidentiality of clients' written and electronic
records and other sensitive information. Social workers should take reasonable steps to
ensure that clients' records are stored in a secure location and that clients' records are
not available to others who are not authorized to have access.
(m) Social workers should take precautions to ensure and maintain the confidentiality of
information transmitted to other parties through the use of computers, electronic mail,
facsimile machines, telephones and telephone answering machines, and other electronic
or computer technology. Disclosure of identifying information should be avoided whenever
possible.
(n) Social workers should transfer or dispose of clients' records in a manner that protects
clients' confidentiality and is consistent with state statutes governing records and social
work licensure.
(o) Social workers should take reasonable precautions to protect client confidentiality in
the event of the social worker's termination of practice, incapacitation, or death.
(p) Social workers should not disclose identifying information when discussing clients for
teaching or training purposes, unless the client has consented to disclosure of confidential
information.
(q) Social workers should not disclose identifying information when discussing clients with
consultants, unless the client has consented to disclosure of confidential information or
there is a compelling need for such disclosure.
(r) Social workers should protect the confidentiality of deceased clients consistent with
the preceding standards
1.08
Access to Records
(a) Social workers should provide clients with reasonable access to records concerning
them. 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 client access to social work records, or portions of clients' records, only in
exceptional circumstances when there is compelling evidence that such access would
cause serious harm to the client. Both the client's request and the rationale for
withholding some or all of the record should be documented in the client's file.
(b) When providing clients with access to their records, social workers should take steps
to protect the confidentiality of other individuals identified or discussed in such records.
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1.09
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
where there is a risk of exploitation or potential harm to the client. Sexual activity or
sexual contact with clients' relatives or other individuals with whom clients maintain a
personal relationship has the potential to be harmful to the client and may make it
difficult for the social worker and client to maintain appropriate professional boundaries.
Social workers--not their clients, their clients' relatives or other individuals with whom the
client maintains a personal relationship--assume the full burden for setting clear,
appropriate and culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual contact with former
clients because of the potential for harm to the client. If social workers engage in conduct
contrary to this prohibition or claim that an exception to this prohibition is warranted due
to 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 where 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 service performed. Consideration should be given to the
client's 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
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bartering only in very limited circumstances where 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 service, negotiated without coercion and
entered into at the client's initiative and with the client's informed consent. Social workers
who accept goods or services from clients as payment for professional services assume
the full burden of demonstrating that this arrangement will not be detrimental to the
client or the professional relationship.
(c) Social workers should not solicit a private fee or other remuneration for providing
services to clients who are entitled to such available services through the social workers'
employer or agency.
1.14
Clients Who Lack Decision-Making Capacity
When social workers act on behalf of clients who lack the capacity to make informed
decisions, social workers should take reasonable steps to safeguard the interests and
rights of those clients.
1.15
Interruption of Services
Social workers should make reasonable efforts to ensure continuity of services in the
event that they are interrupted by factors such as unavailability, relocation, illness,
disability, or death.
1.16
Termination of Services
(a) Social workers should terminate services to clients, and professional relationships
with them, when such services and relationships are no longer required or no longer serve
the clients' needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning clients who are still
in need of services. Social workers should withdraw services precipitously only under
unusual circumstances, giving careful consideration to all factors in the situation and
taking care to minimize possible adverse effects. Social workers should assist in making
appropriate arrangements for continuation of services when necessary.
(c) Social workers in fee-for-service settings may terminate services to clients who are
not paying an overdue balance if the financial contractual arrangements have been made
clear to the client, if the client does not pose an imminent danger to self or others, and if
the clinical and other consequences of the current non-payment 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. 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.
(e) Social workers who are leaving an employment setting should inform clients of
appropriate options for the continuation of service and their benefits and risks.
2. Social Workers' Ethical Responsibilities to Colleagues
2.01
Respect
(a) Social workers should treat colleagues with respect, and represent accurately and
fairly the qualifications, views, and obligations of colleagues.
(b) Social workers should avoid unwarranted negative criticism of colleagues 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
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as race, ethnicity, national origin, color, age, religion, sex, sexual orientation, marital
status, political belief, mental or physical disability, or any other preference, personal
characteristic, or status.
(c) Social workers should cooperate with social work colleagues and with colleagues of
other professions when it serves the well-being of clients.
2.02
Confidentiality with Colleagues
Social workers should respect confidential information shared by colleagues in the course
of their professional relationships and transactions. Social workers should ensure that
such colleagues understand social workers' obligation to respect confidentiality and any
exceptions related to it.
2.03
Interdisciplinary Collaboration
(a) Social workers who are members of an interdisciplinary team should participate in
and contribute to decisions that affect the well-being of clients by drawing on the
perspectives, values, and experiences of the social work profession. Professional and
ethical obligations of the interdisciplinary team as a whole and of its individual members
should be clearly established.
(b) Social workers for whom a team decision raises ethical concerns should attempt to
resolve the disagreement through appropriate channels. If the disagreement cannot be
resolved, social workers should pursue other avenues to address their concerns,
consistent with client well-being.
2.04
Disputes Involving Colleagues
(a) Social workers should not take advantage of a dispute between a colleague and
employer to obtain a position or otherwise advance the social worker's own interests.
(b) Social workers should not exploit clients in a dispute with a colleague or engage
clients in any inappropriate discussion of a social worker's conflict with a colleague.
2.05
Consultation
(a) Social workers should seek advice and counsel of colleagues whenever such
consultation is in the best interests of clients.
(b) Social workers should keep informed of 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 other professionals'
specialized knowledge or expertise is needed to serve clients fully, or when social workers
believe they are not being effective or making reasonable progress with clients and
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
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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 where
there is potential for a conflict of interest. Social workers who become involved in, or
anticipate becoming involved in a sexual relationship with a colleague have a duty to
transfer professional responsibilities, when necessary, in order to avoid a conflict of
interest.
2.08
Sexual Harassment
Social workers should not engage in any sexual harassment of 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
which is due to personal problems, psychosocial distress, substance abuse, or mental
health difficulties, and which interferes with practice effectiveness, should consult with
that colleague when feasible and assist the colleague in taking remedial action.
(b) Social workers who believe that a social work colleague's impairment interferes with
practice effectiveness and that the colleague has not taken adequate steps to address the
impairment should take action through appropriate channels established by employers,
agencies, NASW, licensing and regulatory bodies, and other professional organizations.
2.10
Incompetence of Colleagues
(a) Social workers who have direct knowledge of a social work colleague's incompetence
should consult with that colleague when feasible and assist the colleague in taking
remedial action.
(b) Social workers who believe that a social work colleague is incompetent and has not
taken adequate steps to address the incompetence should take action through
appropriate channels established by employers, agencies, NASW, licensing and regulatory
bodies, and other professional organizations.
2.11
Unethical Conduct of Colleagues
(a) Social workers should take adequate measures to discourage, prevent, expose, and
correct the unethical conduct of colleagues.
(b) Social workers should be knowledgeable about established policies and procedures
for handling concerns about colleagues' unethical behavior. Social workers should be
familiar with national, state, and local procedures for handling ethics complaints. These
include policies and procedures created by NASW, licensing and regulatory bodies,
employers, agencies, and other professional organizations.
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(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, NASW committee on inquiry, or other professional
ethics committees).
(e) Social workers should defend and assist colleagues who are unjustly charged with
unethical conduct.
3. Social Workers' Ethical Responsibilities in Practice Settings
3.01
Supervision and Consultation
(a) Social workers who provide supervision or consultation should have the necessary
knowledge and skill to supervise or consult appropriately and should do so only within
their areas of knowledge and competence.
(b) Social workers who provide supervision or consultation are responsible for setting
clear, appropriate, and culturally sensitive boundaries.
(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 the 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.
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3.04
Client Records
(a) Social workers should take reasonable steps to ensure that documentation in records
is accurate and reflective of 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 that information that is directly relevant
to the delivery of services.
(d) Social workers should store records following the termination of service 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 by whom the service was provided in the
practice setting.
3.06
Client Transfer
(a) When an individual who is receiving services from another agency or colleague
contacts a social worker for services, the social worker should carefully consider the
client's needs before agreeing to provide services. In order to minimize possible confusion
and conflict, social workers should discuss with potential clients the nature of their 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 of 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 non discriminatory 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 of Ethics.
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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 which 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 their
implications for social work practice.
(d) Social workers should not allow an employing organization's policies, procedures,
regulations, or administrative orders to interfere with their ethical practice of social work.
Social workers should take reasonable steps to ensure that their employing organizations'
practices are consistent with the NASW Code of Ethics.
(e) Social workers should act to prevent and eliminate discrimination in the employing
organization's work assignments and in its employment policies and practices.
(f) Social workers should accept employment or arrange student field placements only in
organizations where fair personnel practices are exercised.
(g) Social workers should be diligent stewards of the resources of their employing
organizations, wisely conserving funds where appropriate, and never misappropriating
funds or using them for unintended purposes.
3.10
Labor-Management Disputes
(a) Social workers may engage in organized action, including the formation of and
participation in labor unions, to improve services to clients and working conditions.
(b) The actions of social workers who are involved in labor-management disputes, job
actions, or labor strikes should be guided by the profession's values, ethical principles,
and ethical standards. Reasonable differences of opinion exist among social workers
concerning their primary obligation as professionals during an actual or threatened labor
strike or job action. Social workers should carefully examine relevant issues and their
possible impact on clients before deciding on a course of action.
4. Social Workers' Ethical Responsibilities as Professionals
4.01
Competence
(a) Social workers should accept responsibility or employment only on the basis of
existing competence or the intention to acquire the necessary competence.
(b) Social workers should strive to become and remain proficient in professional practice
and the performance of professional functions. Social workers should critically examine,
and keep current with, emerging knowledge relevant to social work. Social workers
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should routinely review 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 empiricallybased 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, age, religion, sex,
sexual orientation, marital status, political belief, 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 jeopardize the best interests of those for
whom they have a professional responsibility.
(b) Social workers whose personal problems, psychosocial distress, legal problems,
substance abuse, or mental health difficulties interfere with their professional judgment
and performance should immediately seek consultation and take appropriate remedial
action by seeking professional help, making adjustments in workload, terminating
practice, or taking any other steps necessary to protect clients and others.
4.06
Misrepresentation
(a) Social workers should make clear distinctions between statements made and actions
engaged in as a private individual and as a representative of the social work profession, a
professional social work organization, or of 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, and
services provided, or results to be achieved are accurate. Social workers should claim
only those relevant professional credentials they actually possess and take steps to
correct any inaccuracies or misrepresentations of their credentials by others.
4.07
Solicitations
(a) Social workers should not engage in uninvited solicitation of potential clients who,
because of their circumstances, are vulnerable to undue influence, manipulation, or
coercion.
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(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 persons 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, and legislative
testimony, presentations in the community and participation in their professional
organizations.
(d) Social workers should contribute to the knowledge base of social work and share with
colleagues their knowledge related to practice, research, and ethics. Social workers
should seek to contribute to the profession's literature and to share their knowledge at
professional meetings and conferences.
(e) Social workers should act to prevent the unauthorized and unqualified practice of
social work.
5.02
Evaluation and Research
(a) Social workers should monitor and evaluate policies, the implementation of
programs, and practice interventions.
(b) Social workers should promote and facilitate evaluation and research in order 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 utilize evaluation and research evidence in their
professional practice.
(d) Social workers engaged in evaluation or research should consider carefully possible
consequences and should follow guidelines developed for the protection of evaluation and
research participants. Appropriate institutional review boards should be consulted.
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(e) Social workers engaged in evaluation or research should obtain voluntary and written
informed consent from participants, when appropriate, without any implied or actual
deprivation or penalty for refusal to participate, without undue inducement to participate,
and with due regard for participants' well-being, privacy and dignity. Informed consent
should include information about the nature, extent, and duration of the participation
requested and disclosure of the risks and benefits of participation in the research.
(f) When evaluation or research participants are incapable of giving informed consent,
social workers should provide an appropriate explanation to them, obtain the participant's
assent, and obtain 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/or archival
research, unless rigorous and responsible review of the research has found it to be
justified because of its prospective scientific yield, educational, or applied value and
unless eventually effective alternative procedures that do not involve waiver of consent
are not feasible.
(h) Social workers should inform participants of their rights 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 persons professionally concerned
with this information.
(l) Social workers engaged in evaluation or research should ensure the anonymity or
confidentiality of participants and the data obtained from them. Social workers should
inform participants of any limits of confidentiality, the measures that will be taken to
ensure confidentiality, and when any records containing research data will be destroyed.
(m) Social workers who report evaluation and research results should protect
participants' confidentiality by omitting identifying information unless proper consent has
been obtained authorizing disclosures.
(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.
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(p) Social workers should educate themselves, their students, and 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 environment. Social workers
should advocate for living conditions conducive to the fulfillment of basic human needs
and 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
(a) Social workers should provide justice.
(b) Social workers should act to expand choice and opportunity for all persons, with
special regard for vulnerable, disadvantaged, oppressed, and exploited persons and
groups.
(c) Social workers should promote conditions that encourage respect for the diversity of
cultures 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, exploitation, and
discrimination against any person, group, or class on the basis of race, ethnicity, national
origin, color, age, religion, sex, sexual orientation, marital status, political belief, mental
or physical disability, or any other preference, personal characteristic, or status
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 persons have equal access to the resources, employment, services, and opportunities
that they require in order 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 persons, with
special regard for vulnerable, disadvantaged, oppressed, and exploited persons and
groups.
(c) Social workers should promote conditions that encourage respect for the diversity of
cultures 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
60
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, exploitation, and
discrimination against any person, group, or class on the basis of race, ethnicity, national
origin, color, age, religion, sex, sexual orientation, marital status, political belief, mental
or physical disability, or any other preference, personal characteristic, or status.
NASW STANDARDS FOR PRACTICE OF
CLINICAL SOCIAL WORK
Standard 1
Clinical social workers shall function in accordance with the ethics and the stated
standards of the profession, including its accountability procedures.
All social workers have a fourfold responsibility: to clients, to the profession, to self, and to
society. Social workers shall identify themselves as members of the social work profession.
NASW members shall be familiar with and adhere to the NASW Code of Ethics and shall
cooperate fully and in a timely fashion with the adjudication procedures of the Committee
of Inquiry, peer review, and appropriate state boards. They shall be aware of and adhere
to relevant stated professional standards for social work practice. All clinical social workers
shall be willing to have judgments and decisions reviewed by knowledgeable peers in a
formal process. When requested by a client, the clinical social worker will provide
information about how to file a complaint charging unethical behavior.
Standard 2
Clinical social workers shall have and continue to develop specialized knowledge
and understanding of individuals, families, and groups and of therapeutic and
preventive interventions.
Areas of knowledge about individuals, families, and groups required for effective clinical
intervention encompass the following:
1. Social, psychological, and health factors and their interplay on psychosocial functioning,
such as these: theories of personality and behavior social-cultural influences,
environmental influences, physical heath, and impairment and disability, including mental
and emotional conditions.
2. Community resources
A) Available social resources in the community and their operation and how to use
them in the client’s behalf
B) How to identify appropriate services and negotiate a referral
3. Specific practice skills, including the ability to:
A) Establish a relationship of mutual acceptance and trust,
B) Obtain analyze, classify, and interpret social and personal data, including
assessment and diagnosis,
4. Establish compatible goals of service with the client,
5. Bring about changes in behavior (thinking, feeling, or doing) or in the situation in
accordance with the goals of service.
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6. Knowledge about and skills in using research to evaluate the effectiveness of a service.
The clinical social worker shall have available a variety of appropriate social work
therapeutic intervention techniques that he or she uses selectively, depending on the
client's needs and capacity for change.
When knowledge and skills are acquired, other than those specific to social work, the
practitioner is responsible for obtaining the appropriate forms of professional development
and continuing education (see NASW Standards for Continuing Professional Education) and
is personally accountable for all aspects of their professional behavior and decisions.
Standard 3
Clinical social workers shall respond in a professional manner to all persons who
seek their assistance.
Clinical social workers shall respond to each client regardless of the client's lifestyle, origin,
race, sex, religion, or sexual orientation. Clinical social workers shall limit their practice to
those clients whom they have the skills and resources to serve. However, they shall be
aware of and seek to ameliorate any of their attitudes and practices that may interfere with
their ability to offer competent and equitable service. They have a Professional
responsibility to help a client establish contact with other appropriate resources when they
cannot meet the needs for service of a particular client. If the clinical social worker is
unable to schedule a timely appointment for an initial assessment, he or she may screen
the client by telephone to determine the urgency of the client's situation. The well-being of
the client is the key factor in all decisions. In emergency situations in which the clinical
social worker cannot be available to a new client, every effort should be made to find an
appropriate source of immediate help. On occasion, a client may decide to terminate
treatment before a clinician judges the client to be ready. When the clinical social worker is
sure that the termination is premature but the client persists in his or her decision, it is the
clinician's responsibility to refer the client to another appropriate treatment resource or,
failing that, to help the client terminate treatment as constructively as possible, leaving the
door open for the client to reapply for service at another time.
Standard 4
Clinical social workers shall be knowledgeable about the services available in the
community and make appropriate referrals for their clients.
In accordance with the definition of clinical social work, the perspective of the person-insituation is central to clinical practice. Therefore, clinical social workers must be alert to
the clients' situations, especially those that affect the clients' behavior and functioning, and
must be able to modify the environment, when possible, by referrals to other community
services. There will also be occasions when advocacy on behalf of a client will be necessary
to obtain needed services. When a client is being served by other agencies, the clinical
social worker shall maintain collaborative contacts as necessary with the other providers to
ensure the coordination of services and the client's receipt of optimal benefits from the
various services. When the client is involved with more than one clinician, collaborative
consultation shall be maintained as necessary to ensure delineation of the specific areas of
responsibility. The clinician shall not share information about a client without the client's
informed consent (see Standard 6 for an elaboration of confidentiality).
Standard 5
Clinical social workers shall maintain their accessibility to clients.
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In the process of managing a therapeutic relationship, various factors or events may create
problems of accessibility. The clinician shall be able to respond to the unanticipated needs
of a client by, for example, having telephones answered, either by a person or machine,
and messages related promptly and accurately. When the clinical social worker is
unavailable because of vacation, illness, or any other reason, he or she should make
arrangements for coverage by competent peers. These details should be discussed with
the client at the beginning of treatment. In establishing an office, the clinical social worker
shall be aware that some clients may have or develop physical handicaps. Thus, the
clinical social worker shall make every attempt to ensure that offices are free of
impediments to mobility and that helping devices are available for sensorally impaired
clients. The office's accessibility by public transportation, when it is available, also should
be a consideration.
Standard 6
Clinical social workers shall safeguard the confidential nature of the treatment
relationship and of the information obtained within that relationship.
Respect for the client as a person and for the client's right to privacy underlies the
maintenance of confidentiality in the client-clinician relationship. Although assurance of
this confidentiality enhances the therapeutic interaction, the client should be advised that
there are circumstances in which confidentiality cannot be maintained. These
circumstances would include but not necessarily be limited to the legally mandated
requirement to report to appropriate authorities a suspicion of child abuse, including the
sexual abuse of children, or to disclose information necessary to avert danger to the client
or others. In some circumstances, a clinician may need to advise the parents of a child
client's self-destructive behavior to ensure adequate protection for the child. In all such
situations, the clinician shall advise the client of the exceptions to confidentiality and
privilege, be prepared to share with the client the information that is being reported, and
handle the feeling evoked. Except for such explicit, overriding requirements, the clinical
social worker shares information only with the written and informed consent of the client.
Standard 7
Clinical social workers shall maintain access to professional case consultation.
In an agency setting, professional social work supervision or consultation should be
available to all social work staff, either in the agency or through a contractual arrangement.
If clinical social workers are not available, case consultation may be obtained from qualified
professionals of other disciplines. The beginning clinical social worker requires regular
case-consultation supervision. For the first two years of professional experience, at least
one hour of supervision should be provided for every fifteen hours of face-to-face contact
with clients. After the first two years, the ratio may be reduced to a minimum of one hour
of case-consultation supervision for every thirty hours of face-to-face contact with clients.
In some situations, additional consultation will be sought by the clinician, because of
complex issues involving a client, or suggested by the consultant, because of difficulties the
consultant perceives in the clinician's handling of a situation. Clinicians with five years or
more of experience should utilize consultation on an as-needed, self-determined basis.
Although clinicians who are in independent practice shall utilize more case consultation
when they first begin practicing, they should maintain consultative arrangements
throughout the time they are in practice. Clinical social workers shall be knowledgeable
about how and when to utilize the expertise of other professional disciplines in the area of
medical problems, including pharmacology, and be alert to the effects of prescription drugs
on a client so they can provide feedback to the client's physician.
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Standard 8
Clinical social workers shall establish and maintain professional offices and
procedure
The clinical social worker keeps records of clients that substantiate service in a secure
place. He or she maintains the records accurately and in a manner that is free from bias or
prejudicial content. The social worker makes these records available to clients at their
request. The clinical social worker should ensure that appropriate insurance is maintained:
agency liability, personal professional liability, premises protection, and other protective
policies. Clinical social workers shall establish a fee structure when in independent private
practice or utilize the fee structure of the agency in which they are working. All fees and
procedures for payment shall be discussed with the client at the beginning of treatment; to
minimize misunderstanding, it is useful to present these policies in writing as well. This
discussion should include the use of insurance reimbursement and how it will be handled;
charges for missed or canceled appointments, vacation, and collateral contacts; and any
other financial issues. Clinical social workers shall not refuse service to clients solely
because the clients are not covered by insurance. Billing procedures shall be included in
the original discussion and clients' accounts shall be maintained according to acceptable
accounting methods, with all bills and receipts provided on a regular and timely schedule.
Clinical social workers shall discuss overdue accounts with clients and make every effort to
avoid accrual of debt. When it is clear to a client and clinician that, for whatever reason,
the client can no longer afford to pay for treatment, a mutually acceptable alternative plan
for compensation or an orderly and appropriate termination or referral shall be instituted.
Nothing in this standard shall be construed to rule out an individual clinician's decision to
provide services on a pro bono basis. When all efforts to collect an overdue account from a
client have failed, the client should be informed that unpaid accounts may be turned over
to a collection agency or small claims court or that other types of legal action will be taken.
If there is a dispute over charges, the clinical social worker should make every effort to
resolve it without damaging the therapeutic relationship. Waiting rooms and offices should
be kept clean, and the environment should be properly maintained to ensure a reasonable
degree of comfort. Interviewing rooms should ensure privacy and be free of distractions.
Steps should be taken to assure the client's and the social worker's personal security.
Standard 9
Clinical social workers shall represent themselves to the public with accuracy.
The public need to know how to find help from qualified clinical social workers. Both
agencies and independent private practitioners should ensure that their therapeutic
services are made known to the public. In this regard, it is important that telephone
listings be maintained in both the classified and alphabetical sections of the telephone
directory, describing the clinical social work services available.
Although advertising in various media was thought to be questionable professional practice
in the past, recent judicial decisions, Federal Trade Commission rulings as well as current
professional practices have made such advertising acceptable. The advertisement must be
factual and should avoid false promises of cures. The content of the advertisement should
include the private practitioner's or agency's name and professional credentials and the
address and telephone number or other contact information. It might also include the type
of services provided (e.g., individual, family, or group therapy; alcoholism counseling;
divorce mediation; and so forth) and the type of problems that are dealt with (e.g., marital
distress, parent-child conflicts, eating disorders).
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Standard 10
Social workers shall engage in the independent private practice of clinical social
work only when qualified to do so.
Many states have legal regulations for social workers at a clinical or independent-practice
level. If practitioners work in such a state, they must be licensed or certified at this level to
engage in independent private practice. The NASW standards for the independent practice
of clinical social work are those required for inclusion in The NASW Register of Clinical
Social Workers:
1. A graduate degree from a social work program accredited by the Council on Social Work
Education.
2. Two years of full-time (or equivalent part-time) clinical social work experience
supervised by a clinical social worker.
3. Current membership in The Academy of Certified Social Workers or a license or
certification in a state at the appropriate level.
Standard 11
Clinical social workers shall have the right to establish an independent private
practice.
Clinical social workers shall have the right to establish a separate independent practice as a
form of secondary employment or after leaving a place of employment. When they
establish such a practice, either alone or as part of a group, they are responsible for
assuring that The diagnostic and treatment services meet professional standards. If such a
practitioner hires clinical social workers or other employees, he or she, an employer, is
responsible for the services provided, for maintaining all these standards, and for upholding
all applicable local, state, or federal regulations. Clinical social workers who are employed
by agencies and have an independent private practice should not refer agency clients to
themselves unless they have made a specific agreement with the agency and have offered
alternative options to the clients. Agencies have the responsibility to establish written,
reasonable guidelines or policies about secondary employment (see NASW Standards for
Social Work Personnel Practices). When an agency does not have clear written policies, the
clinical social worker may cite the relevant NASW standards. When a clinical social worker
leaves an agency to establish an independent private practice, he or she must take great
care to explain fully the options available to clients. Clients in treatment may be offered
various options after consultation with the agency. These options include (1) transferring
to another staff member in The agency, (2) continuing with the same clinician in an
independent setting, (3) transferring to another agency or to a different private
practitioner, or (4) terminating treatment. The overriding principle is the client's right to
self-determination and freedom of choice. That is, the client's best interests must always
be paramount in these decisions.
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Appendices
66
The Field Learning Plan
The Field Learning Plan is a guide for the field experience, which allows the student, the
Field Instructor and the Faculty Liaison/Seminar Instructor to focus on the learning tasks
and goals/objectives of the placement. It helps all parties get a “bird’s eye view” of what
will be accomplished. The Faculty Liaison/Seminar Instructor is available for consultation to
the student when writing the contract and will initiate the deadlines for when it is due. The
student is responsible for brainstorming the ideas for the Field Learning Plan in consultation
with the Field Instructor regarding the specifics. Once this has been accomplished, the
Seminar Instructor reviews and approves or suggests changes to the document. The final
document when finished is signed by the student, the Field Instructor and the Faculty
Liaison/Seminar Instructor. A new Field Learning Plan is created at the beginning of each
sequence.
The MSW Field Learning Plan contains ten competency areas that the student must address
by creating strategies for accomplishing each Practice Behavior. Strategies are the
concrete steps the student will take to complete the goal. They must be clear, specific, and
measurable. This involves three criteria:
 Objectivity (what can be seen and measured),
 Completeness (provide enough information), and
 Clarity (any reader can understand).
Suggestions for Creating Great Learning Strategies
1. Review the Field Evaluation Instrument that your field instructor will complete at the
end of the semester.
2. Determine, with the help of your Field Instructor, what each skill will “look like” in
your field placement setting.
3. Create a strategy that is clear, specific, and measurable for each skill. Ask yourself
“how will I know when the objective is complete?” That is how you measure it.
*The learning plan should reflect writing standards appropriate to
the graduate level. Spelling, clarity, and conciseness are important
considerations. A new or revised/updated contract should be
developed for each sequence. All persons involved with the field
placement need to sign the learning contract.
MSW FIELD LEARNING PLAN
67
SCHOOL OF SOCIAL WORK
FIELD PLACEMENT PLANNING AGREEMENT
IN PLACE OF EMPLOYMENT
The purpose of this agreement is to encourage information sharing and commitment by all parties
involved in planning for the educational success of
(employee name) and
(agency name). The employee is enrolling in the USF School of Social Work to
pursue a degree in social work and will be required as a part of that enrollment to complete a field
placement. Standards for the placement have been approved by our accrediting body, the Council on
Social Work Education, and have very clear goals and expectations. For a student to be successful in
this endeavor, it is beneficial if each person involved understands the expectations of each of the others.
For that purpose, we have created this agreement and it’s attachments for agencies and
employee/students to understand the expectations of USF School of Social Work Field Program.
We are aware this educational effort requires flexibility and planning of agencies and supervisors but
believe you will find the overall functioning of your employee to improve during this same period as
knowledge and skills are enhanced. Thank you for your assistance and we look forward to working with
you.
Teri Simpson, MSW, LCSW
Director of Field Education (813-974-6728)
____________________________________________________________________________
To be completed by employee/student:
BSW Generalist (460 hours) or
MSW Clinical Internship (900 hours)
Total semesters in internship?
Hours per semester of internship?
Starting date of Internship?
Completion of Internship?
Student:
Plans to seek internship for new learning within employment agency?
yes
Would like to complete internship hours within regular hours of employment?
Would like to complete internship in alternative agency?
yes
no
yes
no
no
Would need flexibility by employer to complete internship hours during the usual hours
in which agencies operate (M-F from 8-5)?
yes
no
Employee/Student signature________________________________ Date _____________
68
To be completed by Agency representatives:
The following persons have spoken with the student and are committed to negotiate and inform the
student/employee of their ability to work provide them with the requested new learning opportunities. We request
the signatures of all key persons involved in planning the new learning opportunity experience. In addition to the
signatures, please complete the following questions:
I. When completing the internship within the employment agency or its affiliates, we are will allow the
student to complete the internship hours as a part of the total employment hours required.
yes
no
II. We will work with the student by finding flexible employment hours which allows the student to
complete internship within the usual hours in which field agencies operate (M-F from 8-5)?
yes
no
III. Signatures required:
A*. Name of Agency Director/CEO (print)
Signature _____________________________________________________
B*. Name of Employee’s Supervisor (print)
Signature _____________________________________________________
C. Name and credentials of social worker eligible to provide onsite supervision to student:
(print)
Signature: ____________________________________________________
Supervisor of program where employee/student would complete internship (if applicable).
Name (print)
Signature _____________________________________________________
Others as needed:
Name (print)
Signature _____________________________________________________
Position
*only items 1 and 2 need be completed if employee/student requests internship to be completed with a different agency
69
Learning Plan: Foundation (BSW & MSW)
Revised Spring 2013
Name:
BSW
MSW Sequence:
Semester:
Field instructor:
I
Fall
II
Field Seminar Instructor:
Spring
Year:
Agency:
Competency #1: Intern identifies as a professional social worker and conducts himself/herself accordingly.
1.1 Advocates well for client access to the services of social work
Strategy:
Measurement:
1.2 Practices personal reflection and self-correction to assure continual professional development
Strategy:
Measurement:
1.3 Attends well professional roles and boundaries
Strategy:
Measurement:
1.4 Demonstrates professional demeanor in appearance and communication
Strategy:
Measurement:
1.5 Engages in career-long learning
Strategy:
Measurement:
1.6 Uses supervision and consultation effectively
Strategy:
Measurement:
Competency #2: Intern applies social work ethical principles to guide his/her professional practice.
2.1 Recognizes and manages personal values in a way that allows professional values to guide practice (e.g., on
such issues as abortion and gay rights)
Strategy:
Measurement:
2.2 Makes ethical decisions by applying standards of the NASW Code of Ethics
Strategy:
Measurement:
2.3 Tolerates well ambiguity in resolving ethical conflicts
Strategy:
Measurement:
2.4 Is able to apply strategies of ethical reasoning to arrive at principled decisions
Strategy:
Measurement:
70
Competency #3: Apply critical thinking to inform & communicate professional judgments.
3.1 Is skilled at appraising and integrating multiple sources of knowledge; including research based knowledge and
practice wisdom
Strategy:
Measurement:
3.2 Is skilled at analyzing models of assessment, prevention, intervention, and evaluation
Strategy:
Measurement:
3.3 Demonstrates effective written communication in working with individuals, families, groups, organizations,
communities, and colleagues
Strategy:
Measurement:
Competency #4: Intern engages diversity and difference in practice
4.1 Recognizes the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create
or enhance privilege and power
Strategy:
Measurement:
4.2 Has sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse
groups
Strategy:
Measurement:
4.3 Recognizes and communicates her or his understanding of the importance of difference in shaping life
experiences
Strategy:
Measurement:
4.4 Views herself or himself as a learner and engages those he or she works with as informants
Strategy:
Measurement:
Competency #5: Intern advances human rights and social and economic justice
5.1 Understands the forms and mechanisms of oppression and discrimination
Strategy:
Measurement:
5.2 Is skilled at advocating for human rights and social and economic justice
Strategy:
Measurement:
5.3 Is skilled at engaging in practices that advance social and economic justice
Strategy:
Measurement:
Competency #6: Intern engages in research-informed practice and practice-informed research
6.1
Is skilled using practice experience to inform research
Strategy:
Measurement:
6.2 Is skilled at using research to inform practice
Strategy:
Measurement:
71
Competency #7: Intern applies knowledge of human behavior and the social environment
7.1 Demonstrates ability to utilize conceptual frameworks to guide the process of assessment, intervention, and
evaluation
Strategy:
Measurement:
7.2
Demonstrates ability to critique and apply knowledge to understand the person in the environment
Strategy:
Measurement:
Competency #8: intern engages in policy practice to advance social and economic well being and to deliver
effective social work services
8.1
Is skilled at analyzing, formulating, and advocating for policies that advance social well-being
Strategy:
Measurement:
8.2 Is skilled at collaborating with colleagues and clients for effective policy action
Strategy:
Measurement:
Competency #9: Intern responds to contexts that shape practice.
9.1 Is skilled at continuously discovering, appraising, and attending to changing locales, populations, scientific and
technological developments, and emerging societal trends in order to provide relevant services
Strategy:
Measurement:
9.2 Is skilled at providing leadership in promoting sustainable changes in services delivery and practice to improve
the quality of social services
Strategy:
Measurement:
Competency #10: Intern engages, assesses, intervenes, and evaluates with individuals, families, groups,
organizations, and communities.
10.1 Is able to work substantively and affectively to prepare for action with individuals, families, groups
organizations, and communities
Strategy:
Measurement:
10.2 Demonstrates empathy and other interpersonal skills
Strategy:
Measurement:
10.3 Is able to develop a mutually agreed upon focus of work and desired outcomes
Strategy:
Measurement:
10.4 Is skilled at collecting, organizing and interpreting client data
Strategy:
Measurement:
10.5 Is skilled assessing clients strengths and limitations
Strategy:
Measurement:
10.6
Is skilled at developing mutually agreed-upon intervention goals and objectives
Strategy:
Measurement:
72
10.7 Is skilled at selecting appropriate intervention strategies
Strategy:
Measurement:
10.8 Is skilled at initiating action to achieve organization goals
Strategy:
Measurement:
10.9 Is skilled at implementing prevention interventions that enhance client capacities
Strategy:
Measurement:
10.10 Is skilled at helping clients resolve problems
Strategy:
Measurement:
10.11 Is skilled at negotiating, mediating, and advocating for clients
Strategy:
Measurement:
10.12 Is skilled at facilitating transitions and endings
Strategy:
Measurement:
10.13 Demonstrates ability to analyze, monitor and evaluate interventions
Strategy:
Measurement:
Signature of Student:____________________________________________________________
Date
Signature of Field Instructor:_______________________________________________________
Date
Signature of Field Seminar Instructor:________________________________________________
Date
Note: The Field Learning Plan has been designed to follow a national model from the Council on Social
Work Education (CSWE). As we move towards re-accreditation our focus will be to demonstrate that our
students have achieved the 10 Competencies measured by the Practice Behaviors deemed essential
by CSWE for graduation. Please remember when the statement reads “is skilled at” that the interpretation
is that they are skilled at the level of an intern not an experienced practitioner. Also remembering that skills
and experience of a BSW intern vary from that of an MSW intern and this form is used for both BSW and
first semester MSWs, so please assess accordingly.
It is possible that one strategy will be used for several practice behaviors (i.e., student will successfully complete
four intake assessments might be used for several of the Practice Behaviors in Competency 10).
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Learning Plan: Advanced Clinical Concentration
Name:
Field instructor:
Sequence:
II
Sequence:
II
Semester:
Fall
III
III
Spring
Task Instructor:
IV
Field Seminar Instructor:
Summer Year:
Agency:
Competency #1: Identify as a professional social worker and conduct oneself accordingly.
1.2
1.2
1.3
1.4
Readily identify as social work professionals.
Strategy:
Measurement:
Demonstrate professional use of self with client(s).
Strategy:
Measurement:
Understand and identify professional strengths, limitations, and challenges
Strategy:
Measurement:
Develop, manage, and maintain therapeutic relationships with clients within the person-in-environment and
strengths perspectives.
Strategy:
Measurement:
Competency #2: Apply social work ethical principles to guide professional practice.
2.1
2.2
2.3
2.4
Apply ethical decision making skills to issues specific to clinical social work.
Strategy:
Measurement:
Employ strategies of ethical reasoning to address the use of technology in clinical practice and its impact on
client rights.
Strategy:
Measurement:
Identify and use knowledge of relationship dynamics, including power differentials.
Strategy:
Measurement:
Recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients’
well-being.
Strategy:
Measurement:
Competency #3: Apply critical thinking to inform & communicate professional judgments.
3.1
Engage in reflective practice.
Strategy:
Measurement:
74
3.2
3.3
3.4
3.5
Identify and articulate clients’ strengths and vulnerabilities.
Strategy:
Measurement:
Evaluate, select, and implement appropriate multidimensional assessment, diagnostic, intervention, and
practice evaluation tools.
Strategy:
Measurement:
Evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to
client situations.
Strategy:
Measurement:
Communicate professional judgments to other social workers and to professionals from other disciplines, in
both verbal and written formats.
Strategy:
Measurement:
Competency #4: Engage diversity and difference in practice.
4.1
4.2
4.3
Research and apply knowledge of diverse populations to enhance client well- being.
Strategy:
Measurement:
Work effectively with diverse populations.
Strategy:
Measurement:
Identify and use practitioner/client differences from a strengths perspective.
Strategy:
Measurement:
Competency #5: Advance human rights and social and economic justice.
5.1
5.2
Use knowledge of the effects of oppression, discrimination, & historical trauma on client and client systems
to guide treatment planning and intervention.
Strategy:
Measurement:
Advocate at multiple levels for mental health parity and reduction of health disparities for diverse
populations.
Strategy:
Measurement:
Competency #6: Engage in research informed practice and practice informed research.
6.1
6.2
6.3
Use the evidence-based practice process in clinical assessment and intervention with clients.
Strategy:
Measurement:
Participate in the generation of new clinical knowledge, through research and practice.
Strategy:
Measurement:
Use research methodology to evaluate clinical practice effectiveness and/or outcomes.
Strategy:
Measurement:
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Competency #7: Apply knowledge of human behavior and the social environment.
7.1
7.2
7.3
Synthesize & differentially apply theories of human behavior and the social environment to guide clinical
practice.
Strategy:
Measurement:
Use bio-psycho-social-spiritual theories & multiaxial diagnostic classification systems in formulation of
comprehensive assessments.
Strategy:
Measurement:
Consult with medical professionals as needed, to confirm diagnosis and/or to monitor medication in the
treatment process.
Strategy:
Measurement:
Competency #8: Engage in policy practice to advance social and economic well-being and to deliver effective
social work services.
8.1
8.2
8.3
Communicate to stake holders the implications of policies and policy change in the lives of clients.
Strategy:
Measurement:
Use evidence-based practice and practice-based evidence in advocacy for policies that advance social and
economic well-being.
Strategy:
Measurement:
Advocate with and inform administrators and legislators to influence policies that affect clients and service.
Strategy:
Measurement:
Competency #9: Respond to contexts that shape practice.
9.1 Assess the quality of clients’ interactions within their social contexts.
Strategy:
Measurement:
9.2 Develop intervention plans to accomplish systemic change.
Strategy:
Measurement:
9.3 Work collaboratively with others to effect systemic change that is sustainable.
Strategy:
Measurement:
Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations,
and communities.
10.1 Develop a culturally responsive therapeutic relationship.
Strategy:
Measurement:
10.2 Attend to the interpersonal dynamics and contextual factors that both strengthen and potentially threaten the
therapeutic alliance.
Strategy:
Measurement:
10.3 Establish a relationally based process that encourages clients to be equal participants in the establishment of
treatment goals and expected outcomes.
Strategy:
76
Measurement:
10.4 Use multidimensional bio-psycho-social-spiritual assessment tools.
Strategy:
Measurement:
10.5 Assess clients’ readiness for change.
Strategy:
Measurement:
10.6 Assess clients’ coping strategies to reinforce and improve adaptation to life situations, circumstances, and
events.
Strategy:
Measurement:
10.7 Select and modify appropriate intervention strategies based on continuous clinical assessment.
Strategy:
Measurement:
10.8 Use differential and multiaxial diagnoses.
Strategy:
Measurement:
10.9 Critically evaluate, select, and apply best practices and evidence-based interventions.
Strategy:
Measurement:
10.10 Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the
assessment, including crisis intervention strategies as needed.
Strategy:
Measurement:
10.11 Collaborate with other professionals to coordinate treatment interventions.
Strategy:
Measurement:
10.12 Contribute to the theoretical knowledge base of the social work profession through practice-based research.
Strategy:
Measurement:
10.13 Use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of
bio-psycho-social-spiritual conditions.
Strategy:
Measurement:
Signatures
Student: _______________________________________ Date______________
Field Instructor:__________________________________Date______________
Field Seminar Instructor__________________________Date_______________
Note: It is possible that one strategy will be used for several practice behaviors (i.e., “student will successfully complete four
intake assessments” might be used for several of the Practice Behaviors in Competency 10).
77
BSW/MSW Foundation Concentration
Field Evaluation Instrument
Rating Scale for Evaluation of Field Placement Performance
Midterm
Final
Name of Intern:___________________________________ Date:_________________
MSW Sequence:
I
(Full-time)
Ia (Part-time)
Instructions for Rating Interns on the 10 Competencies in the First Part of the Evaluation:
The standard by which an intern is to be compared is that of a new beginning-level social worker. The 10 competencies
specified in this evaluation form are those established by our national accrediting organization (the Council on Social Work
Education). Under each competency statement are several items that we ask that you rate according to the following criteria.
5
4
3
2
1
no
The intern has excelled in this area
The intern is functioning above expectations for interns in this area
The intern has met the expectations for interns in this area
The intern has not as yet met the expectations in this area, but gives indication s/he will do so in the near future.
The intern has not met the expectations in this area, and does not give indication s/he will do so in the near future.
No opportunity as the intern has not had the opportunity to demonstrate competence in this area.
Comments may be made under any competency statement, if desired. Please be sure to indicate those areas in which you
think the intern is particularly strong and those areas in which the student need improvement.
This evaluation is intended to give the intern feedback about her or his performance. The field instructor’s rating of these
items will not directly be used to calculate the grade given to the intern. The faculty liaison has responsibility of assigning the
grade for field instruction. The grade that is assigned will be based on: the faculty liaison’s overall evaluation of the
student’s performance in field placement in conjunction with the field instructor’s evaluation and other submitted
materials such as: intern logs; seminar participation; papers that integrate field with classroom instruction.
If you prefer to use another evaluation system in addition to this form to evaluate a student’s performance, please discuss
this with the faculty supervisor.
Revised Spring 2013
78
Competency #1: Intern identifies as a professional social worker and conducts himself/herself
accordingly.
1.1
Advocates well for client access to the services of social work
5
4
3
2
1
no
1.2
Practices personal reflection and self-correction to assure continual
professional development
5
4
3
2
1
no
1.3
Attends well to professional roles and boundaries
5
4
3
2
1
no
1.4
Demonstrates professional demeanor in appearance and communication
5
4
3
2
1
no
1.5
Engages in career-long learning
5
4
3
2
1
no
1.6
Uses supervision and consultation effectively
5
4
3
2
1
no
Comments:
Competency #2: Intern applies social work ethical principles to guide his/her professional practice.
2.1
Recognizes and manages personal values in a way that allows professional
values to guide practice (e.g., on such issues as abortion and gay rights)
5
4
3
2
1
no
2.2
Makes ethical decisions by applying standards of the NASW Code of Ethics
5
4
3
2
1
no
2.3
Tolerates well ambiguity in resolving ethical conflicts
5
4
3
2
1
no
2.4
Is able to apply strategies of ethical reasoning to arrive at principled decisions
5
4
3
2
1
no
Comments:
Competency #3: Apply critical thinking to inform & communicate professional judgments.
3.1
Is skilled at appraising and integrating multiple sources of knowledge;
including research based knowledge and practice wisdom
5
4
3
2
1
no
3.2
Is skilled at analyzing models of assessment, prevention, intervention, and
evaluation
5
4
3
2
1
no
3.3
Demonstrates effective written communication in working with individuals,
families, groups, organizations, communities, and colleagues
5
4
3
2
1
no
Comments:
Competency #4: Intern engages diversity and difference in practice
4.1
Recognizes the extent to which a culture’s structures and values may
oppress, marginalize, alienate, or create or enhance privilege and power
5
4
3
2
1
no
4.2
Has sufficient self-awareness to eliminate the influence of personal biases
and values in working with diverse groups
5
4
3
2
1
no
4.3
Recognizes and communicates her or his understanding of the importance of
difference in shaping life experiences
5
4
3
2
1
no
4.4
Views herself or himself as a learner and engages those he or she works with
as informants
5
4
3
2
1
no
Comments:
79
Competency #5: Intern advances human rights and social and economic justice.
5.1
Understands the forms and mechanisms of oppression and discrimination
5
4
3
2
1
no
5.2
Is skilled at advocating for human rights and social and economic justice
5
4
3
2
1
no
5.3
Is skilled at engaging in practices that advance social and economic justice
5
4
3
2
1
no
Comments:
Competency #6: Intern engages in research-informed practice and practice-informed research.
6.1
Uses practice experience to inform research
5
4
3
2
1
no
6.2
Use research to inform practice
5
4
3
2
1
no
Comment:
Competency #7: Intern applies knowledge of human behavior and the social environment.
7.1
Demonstrates ability to utilize conceptual frameworks to guide the process of
assessment, intervention, and evaluation
5
4
3
2
1
no
7.2
Demonstrates ability to critique and apply knowledge to understand the
person in the environment
5
4
3
2
1
no
Comments:
Competency #8: Intern engages in policy practice to advance social and economic well being and to
deliver effective social work services.
8.1
Is skilled at analyzing, formulating, and advocating for policies that advance
social well-being
5
4
3
2
1
no
8.2
Is skilled at collaborating with colleagues and clients for effective policy action
5
4
3
2
1
no
Comments:
Competency #9: Intern responds to contexts that shape practice.
9.1
Is skilled at continuously discovering, appraising, and attending to changing
locales, populations, scientific and technological developments, and emerging
societal trends in order to provide relevant services
5
4
3
2
1
no
9.2
Is skilled at providing leadership in promoting sustainable changes in services
delivery and practice to improve the quality of social services
5
4
3
2
1
no
Comments:
80
Competency #10: Intern engages, assesses, intervenes, and evaluates with individuals, families,
groups, organizations, and communities.
10.1
Is able to work substantively & affectively to prepare for action with
individuals, families, groups, organizations, and communities
5
4
3
2
1
no
10.2
Demonstrates empathy and other interpersonal skills
5
4
3
2
1
no
10.3
Is able to develop a mutually agreed upon focus of work and desired
outcomes
5
4
3
2
1
no
10.4
Is skilled at collecting, organizing and interpreting client data
5
4
3
2
1
no
10.5
Is skilled assessing clients strengths and limitations
5
4
3
2
1
no
10.6
Is skilled at developing mutually agreed-upon intervention goals & objectives
5
4
3
2
1
no
10.7
Is skilled at selecting appropriate intervention strategies
5
4
3
2
1
no
10.8
Is skilled at initiating action to achieve organization goals
5
4
3
2
1
no
10.9
Is skilled at implementing prevention interventions that enhance client
capacities
5
4
3
2
1
no
10.10
Is skilled at helping clients resolve problems
5
4
3
2
1
no
10.11
Is skilled at negotiating, mediating, and advocating for clients
5
4
3
2
1
no
10.12
Is skilled at facilitating transitions and endings
5
4
3
2
1
no
10.13
Demonstrates ability to analyze, monitor and evaluate interventions
5
4
3
2
1
no
Comments:
Please check one of the following at the midterm evaluation. At the final evaluation do NOT complete this section
This intern is excelling in field placement by performing above expectations for interns.
This intern is meeting the expectations of a field placement intern.
This intern is functioning somewhat below the expectations of a field placement intern.
There is a question whether this intern will be ready for beginning level social work practice by the end of
placements
This intern is functioning below the expectations of a field placement intern. There is considerable concern that
this intern will not be ready for beginning level social work practice by the end of placement.
This intern should perhaps be encouraged to pursue another major.
Comments/elaboration:
Signature of Agency Field Instructor
Agency
Date
The following section should be completed by the intern:
My agency supervisor and faculty supervisor have discussed this evaluation with me, and I have received a copy. My
agreement or disagreement follows:
I agree with the evaluation
I do not agree with the
evaluation
Intern’s Signature _________________________________ Date __________________________

If this intern disagrees with the evaluation she/he should state that disagreement in writing and submit a copy
to both the agency supervisor and the faculty supervisor. A meeting between the student, agency supervisor,
and faculty supervisor should be held to discuss the disagreement.
81
MSW Advanced Clinical Concentration
Field Evaluation Instrument
1
Rating Scale for Evaluation of Field Placement Performance
Midterm
Final
Name of Intern:___________________________________ Date:_________________
Instructions for Rating Interns on the 10 Competencies:
The standard by which an intern is to be compared is that of a beginning-level MSW social worker. The 10
competencies specified in this evaluation form are those established by our national accrediting organization (the Council on
Social Work
Education). Under each competency statement are several items that we ask that you rate according to the following criteria.
5
4
3
2
1
no
The intern has excelled in this area
The intern is functioning above expectations for interns in this area
The intern has met the expectations for interns in this area
The intern has not as yet met the expectations in this area, but gives indication s/he will do so in the near future.
The intern has not met the expectations in this area, and does not give indication s/he will do so in the near future.
No opportunity as the intern has not had the opportunity to demonstrate competence in this area.
Comments may be made under any competency statement, if desired. Please be sure to indicate those areas in which
you think the intern is particularly strong and those areas in which the student needs improvement.
This evaluation is intended to give the intern feedback about her or his performance. The field instructor’s rating of
these items will not directly be used to calculate the grade given to the intern. The faculty liaison/field seminar instructor has
the responsibility of assigning the grade for field instruction. The grade that is assigned will be based on: the faculty liaison’s
overall evaluation of the student’s performance in field placement in conjunction with the field instructor’s evaluation and other
submitted materials such as: intern logs; seminar participation; papers that integrate field with classroom instruction.
The authors request if any instrument from this article is used (or modified then used) that the author’s be cited as having
developed the instrument.
6
82
Competency#1: Identify as a professional social worker and conduct oneself accordingly.
1.1
1.2
1.3
1.4
Readily identify as social work professionals.
Demonstrate professional use of self with client(s).
Understand and identify professional strengths, limitations, and challenges
Develop, manage, and maintain therapeutic relationships with clients within the personin-environment and strengths perspectives.
Comments:
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
no
no
no
no
5
5
4
4
3
3
2
2
1
1
no
no
5
5
4
4
3
3
2
2
1
1
no
no
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
no
no
no
5
4
3
2
1
no
5
4
3
2
1
no
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
no
no
no
Competency #2: Apply social work ethical principles to guide professional practice.
2.1
2.2
Apply ethical decision making skills to issues specific to clinical social work.
Employ strategies of ethical reasoning to address the use of technology in clinical
practice and its impact on client rights.
2.3
Identify and use knowledge of relationship dynamics, including power differentials.
2.4
Recognize and manage personal biases as they affect the therapeutic relationship in the
service of the clients’ well-being.
Comments:
Competency #3: Apply critical thinking to inform & communicate professional judgments.
3.1
3.2
3.3
Engage in reflective practice.
Identify and articulate clients’ strengths and vulnerabilities.
Evaluate, select, and implement appropriate multidimensional assessment, diagnostic,
intervention, and practice evaluation tools.
3.4
Evaluate the strengths and weaknesses of multiple theoretical perspectives and
differentially apply them to client situations.
3.5
Communicate professional judgments to other social workers and to professionals from
other disciplines, in both verbal and written formats.
Comments:
Competency #4: Engage diversity and difference in practice.
4.1
Research and apply knowledge of diverse populations to enhance client well-being.
4.2
Work effectively with diverse populations.
4.3
Identify and use practitioner/client differences from a strengths perspective.
Comments:
83
Competency #5: Advance human rights and social and economic justice.
5.1
Use knowledge of the effects of oppression, discrimination, & historical trauma on
client and client systems to guide treatment planning and intervention.
5.2
Advocate at multiple levels for mental health parity and reduction of health disparities
for diverse populations.
Comments:
5
4
3
2
1
no
5
4
3
2
1
no
Competency#6: Engage in research informed practice and practice informed research.
6.1
Use the evidence-based practice process in clinical assessment and intervention with
clients.
6.2
Participate in the generation of new clinical knowledge, through research and practice.
6.3
Use research methodology to evaluate clinical practice effectiveness and/or outcomes.
Comments:
5
4
3
2
1
no
5
5
4
4
3
3
2
2
1
1
no
no
Competency #7: Apply knowledge of human behavior and the social environment.
7.1
Synthesize & differentially apply theories of human behavior and the social
environment to guide clinical practice.
7.2
Use bio-psycho-social-spiritual theories & multiaxial diagnostic classification systems
in formulation of comprehensive assessments.
7.3
Consult with medical professionals as needed, to confirm diagnosis and/or to monitor
medication in the treatment process.
Comments:
5
4
3
2
1
no
5
4
3
2
1
no
5
4
3
2
1
no
Competency #8: Engage in policy practice to advance social and economic well-being and to deliver effective social
work services.
8.1
Communicate to stake holders the implications of policies and policy change in the
lives of clients.
8.2
Use evidence-based practice and practice-based evidence in advocacy for policies that
advance social and economic well-being.
8.3
Advocate with and inform administrators and legislators to influence policies that affect
clients and service.
Comments:
84
5
4
3
2
1
no
5
4
3
2
1
no
5
4
3
2
1
no
Competency #9: Respond to contexts that shape practice.
Assess the quality of clients’ interactions within their social contexts.
Develop intervention plans to accomplish systemic change.
Advocate with and inform administrators and legislators to influence policies that affect
clients and service.
Comments:
9.1
9.2
9.3
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
no
no
no
Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities.
10.1
10.2
Develop a culturally responsive therapeutic relationship.
Attend to the interpersonal dynamics and contextual factors that both strengthen and
potentially threaten the therapeutic alliance.
10.3
Establish a relationally based process that encourages clients to be equal participants
in the establishment of treatment goals and expected outcomes.
10.4
Use multidimensional bio-psycho-social-spiritual assessment tools.
10.5
Assess clients’ readiness for change.
10.6
Assess clients’ coping strategies to reinforce and improve adaptation to life situations,
circumstances, and events.
10.7
Select and modify appropriate intervention strategies based on continuous clinical
assessment.
10.8
Use differential and multiaxial diagnoses.
10.9
Critically evaluate, select, and apply best practices and evidence-based interventions.
10.10 Demonstrate the use of appropriate clinical techniques for a range of presenting
concerns identified in the assessment, including crisis intervention strategies as
needed.
10.11 Collaborate with other professionals to coordinate treatment interventions.
10.12 Contribute to the theoretical knowledge base of the social work profession through
practice-based research.
10.13 Use clinical evaluation of the process and/or outcomes to develop best practice
interventions for a range of bio-psycho-social-spiritual conditions.
Comments:
85
5
5
4
4
3
3
2
2
1
1
no
no
5
4
3
2
1
no
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
no
no
no
5
4
3
2
1
no
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
no
no
no
5
5
4
4
3
3
2
2
1
1
no
no
5
4
3
2
1
no