STUDENT HANDBOOK SCHOOL OF SOCIAL WORK

Transcription

1 BACHELOR OF SOCIAL WORK STUDENT HANDBOOK SCHOOL OF SOCIAL WORK St. Catherine University & the University of St. Thomas St. Paul, Minnesota On the Web at: Accredited by Council on Social Work Education

2 September 2013 Dear BSW Student: Welcome to the Bachelor of Social Work Program at St. Catherine University/University of St. Thomas School of Social Work. We are pleased to present you with the BSW Student Handbook, intended to help you understand the program, its mission, philosophy, goals, competencies, practice behaviors, requirements, and procedures. In addition to program information, this handbook outlines your rights and obligations as a student. Please read this handbook carefully and note the course scheduling and sequencing needed for you to maximize your educational experience. As this is a joint program at St. Catherine University and the University of St. Thomas, be sure to review the appropriate course catalogues to ensure completion of institutional liberal arts requirements. Advising is an important component of your BSW education. We urge you to contact your academic advisor at least once per semester and more often if any issues arise. Your advisor will assist you in planning your course schedule, choosing electives, resolving professional issues and considering career alternatives. The companion documents to this handbook include the previously mentioned course catalogues and the BSW Field Education Manual. We hope that these documents will answer many of your questions and should be used along with this BSW handbook. For unanswered questions, please contact your advisor. Best wishes for a wonderful year and a successful educational experience. Sincerely, Barbara W. Shank, Ph.D., LICSW Dean and Professor Sarah M. Ferguson, Ph.D., LISW BSW Program Director and Associate Professor 1

3 TABLE OF CONTENTS Page I. INTRODUCTION 4 A Brief History 4 Educational Purpose 4 Nondiscrimination and Human Diversity 5 II. WHAT IS SOCIAL WORK? 5 Social Work: Is It For You? 5 III. THE SOCIAL WORK PROGRAM 6 Mission of the School of Social Work 6 Principles held by the School of Social Work 6 Mission of the Bachelor of Social Work Program 7 Goals of the Social Work Program 7 BSW Program Core Competencies for Generalist Social Work Practice 8 Core Competencies of the BSW Program 9 Social Work for Social Justice: Ten Principles 13 Integrative Framework of Generalist Social Work Practice 17 IV. CURRICULUM 19 Coursework 19 Liberal Arts Core Requirements for St. Catherine University 20 Liberal Arts Core Requirements for the University of St. Thomas 20 St. Catherine University/University of St. Thomas Social Work Major Requirements 21 Electives 22 Suggested Day Schedule for Completing Major 23 Suggested Evening/Weekend/Online Schedule for Completing Major 24 Suggested Schedule for AA transfers to St. Catherine University 25 V. BSW POLICIES AND PROCEDURES 26 Program Admission Requirements 26 Description of Admission Procedures 26 Retention in the BSW Social Work Program: Standards for Continuance & Graduation 28 Procedures for Adjudication of Student Grievances 29 Policies & Procedures for Academic or Disciplinary Probation, Suspension or Termination 30 School of Social Work Statement on Writing 32 Guidelines for Citing Sources in Social Work Papers 32 Plagiarism 32 Accommodation for Students with a Disability Statement 33 Class Attendance Policy 33 Influenza Policy 34 VI. FIELDWORK 34 Junior Fieldwork 34 Senior Fieldwork 35 Policies and Procedures 36 Scheduling Time for Fieldwork 36 VII. STUDENT ADVISING, TRANSFER CREDITS AND OPPORTUNITIES 36 Advising Information 36 Transferring Credits Into the Institutions 37 National Social Work Honor Society 38 Social Work Club 38 2

4 Specialized Learning Opportunities 38 Experiential Learning - UST 39 Individual Study - UST/Independent Study - CSC 39 January Term 40 Global Opportunities in Social Work Education 40 Semester in Mexico 40 Special Majors 40 Student Course/Instructor Evaluations 40 Student Membership in Curriculum Committee 41 Student Participation in Hiring Social Work Faculty 41 Professional Employment Assistance 41 Confidential Personal Counseling 42 VIII. SOCIAL WORK PROGRAM PERSONNEL 43 Full Time Faculty and Administrative Staff 43 IX. DISCRIMINATION POSITION STATEMENT 46 X. SEXUAL HARASSMENT, SEXUAL ASSAULT AND SEXUAL VIOLENCE POLICIES 48 Off Campus Confidential Reporting 49 XI. MISCELLANEOUS 50 IRB 50 Policies Concerning the Implementation of the Family Educational Rights 50 and Privacy Act of 1974 as Amended XII. APPENDIX: 53 NASW Code of Ethics of the National Association of Social Workers 53 Minnesota Board of Social Work Code of Ethics/Ethical Standards 71 Social Work Licensure 78 CSWE Educational Policy and Accreditation Standards 79 3

5 I. Introduction A Brief History of the Development of Social Work at St. Catherine University and the University of St. Thomas From the 1930 s until 1969, the Sociology Department of the Colleges of St. Catherine and St. Thomas maintained courses in Sociology with an emphasis in Social Work. Some of the early courses offered were: Social Casework (1939); Community Organization (1941); Introduction to Groupwork (1948); Social Work as a Social Institution (1966); and Social Welfare Legislation (1966). Fieldwork for prospective social workers was offered in In the fall of 1969, a Social Work major was established for the first time in the Sociology Department at The College of St. Catherine. In the spring of 1974, a combined major in Social Work was established for The Colleges of St. Catherine and St. Thomas. Students from Hamline University and Macalester College could also participate in our Social Work program, which began in Social Work changed from a major at The College of St. Catherine and from an area of emphasis at the College of St. Thomas to a joint department of The Colleges of St. Catherine and St. Thomas in the fall of The joint Social Work program at both institutions received its first accreditation in 1975 from the Council on Social Work Education. In 1979, we extended our social work program to Weekend College. Students could then also earn a degree in Social Work by attending classes on weekends. In 1980 and 1988, reaccreditation was sought for the program. The program received a very positive evaluation and re-accredited status until In the Fall of 1990, The College of St. Catherine and the University of St. Thomas (formerly the College of St. Thomas) implemented the Master of Social Work Program with an emphasis in clinical social work practice. The MSW was accredited by the Council on Social Work Education in The Department of Social Work became the School of Social Work in In that same year, the Council on Social Work Education reaffirmed accreditation of the BSW and MSW programs through In February 2012, the Council on Social Work Education reaffirmed both the BSW and MSW programs for accreditation through Social Work faculty members have offices and teach on both campuses. Since 1969, the Social Work major has grown and expanded from twenty to over one hundred junior and senior women and men. The major has a definite place in the college curriculum and has moved to a position of excellence within the institutions and the community. Educational Purpose. Social Work majors are prepared as entry-level generalist social workers upon graduation with a Bachelor s degree from St. Catherine University or the University of St. Thomas. Our graduates are highly regarded by the social services community and are sought to fill the social work needs in our metropolitan area. Students are also prepared for graduate studies upon graduation. Graduates of the Social Work program have been consistently successful in finding employment. The majority of our job-seeking graduates tend to be employed in professional jobs within six to eight months of graduation and all job-seeking generalist social work graduates usually attain professional employment within ten months after graduation. We have a 97% pass rate for our graduates taking the LSW licensure exam for the first time. Our school is dedicated to providing education and training for students to fill jobs in traditional and newly emerging areas where a Bachelor s degree is considered the appropriate entry level as well as in areas formerly reserved exclusively for Master of Social Work graduates. Some of the traditional areas are: adolescent and child care in residential facilities for physically and mentally handicapped, work with elderly in nursing homes and in their own homes, multi-service community centers, youth work, residential and inhome services for the elderly, women s advocacy centers, shelters for battered women and children, day care facilities, crime victim s assistance centers, industrial social work, community mental health programs, 4

6 chemical dependency facilities and treatment programs, neighborhood health centers, self-help groups, political activism, crisis centers, community organizing, and policy advocacy. NOTE: St. Catherine University awards both a Bachelor of Arts degree (B.A.) and a Bachelor of Science degree (B.S.) and the University of St. Thomas awards the Bachelor of Arts degree (B.A.), but graduates from our program may use the title Bachelor of Social Work (B.S.W.) because of our accredited status with the Council on Social Work Education. Nondiscrimination and Human Diversity The School of Social Work conducts all aspects of the educational program without discrimination on the basis of race, color, gender, age, creed, ethnic or national origin, disability, or political or sexual orientation. (See Appendix 2: Position Statement on Discrimination) II. What is Social Work? Social Work: Is It For You? Before going any further into this handbook, let s begin with what social work is all about. Social Work is involvement with and for people on many levels. Social Workers help individuals, families and groups in dealing with relationships, solving problems, and coping with the many social and environmental concerns which affect and control daily life. Social work is concerned with ensuring the responsiveness and effectiveness of the social institutions to which we look for needed resources in life. Social workers are concerned with the interaction between people and their social environment and institutions. Social workers are concerned with societal conditions in their efforts to improve the quality of life. Social work is helping people cope more effectively with their world and helping the community meet the needs of its citizens. A generalist social worker is one who uses basic knowledge, skills, values, and ethics to assist people in becoming self-actualized and to assist the environment to function to its potential for the benefit of people. I think social work is for me because it involves a compassionate concern and respect for others from all kinds of ethnic, cultural, and lifestyle walks of life. Social Work: Is it for you? In the final analysis, only you can really make the decision about whether you have what it takes to be a social worker and whether it is something you want to do. The following questions can assist you in making a determination about social work as a major and personal profession. For further help in making a decision about whether a major in social work is right for you, seek out professional social workers in the community, students who are majoring in social work, and the social work faculty to discuss your interests and aptitudes. Are you genuinely interested in people of all kinds? Social workers are committed to helping people regardless of racial, economic, cultural, and other differences. Prejudice does not fit with the values of the profession. Do you believe in human potential for growth and change? Social workers have faith that everybody has some inner strength and that people can change, given the chance. Social work to me is experiencing the glow of satisfaction in witnessing human growth and realizing I had some part in facilitating that growth! Do you have patience, perseverance, and the ability to follow through? Social workers should be hard to discourage, always resourceful in seeking new ways to help clients. 5

7 Social work is involvement and commitment in working together with people and society in order to accomplish a goal. This means stick-to-it-ness. Do you work well with people? Social workers need to get along with clients, colleagues and other professional workers. The ability to resolve conflicts constructively is essential for effective social work practice. Are you interested in your own personal growth and well-being? Social workers must be aware of themselves and their own struggles so they do not get mixed up with the clients troubles. Social workers must be willing to know themselves and take care of themselves. Social work is helping me to learn more about my own beliefs and values and how they affect my work with clients. Majoring in social work has shown me the importance of not only helping others to know themselves better, but the importance of learning to know myself better as well. Are you interested in developing your problem-solving abilities? Social workers are interested in what makes people tick, in worldwide current events, in picking out key facts from stacks of data, and, in taking responsibility to assist client systems in making important decisions. Are you interested in the larger picture? Social workers care about the state of the nation and of the world, sees each human problem in its relationship to the whole community, and works for various issues such as better housing, better health services, better schools, and better wages. Social work is a combination of career competency and a sense of moral and social responsibility. I have a heightened awareness of social justice issues and have become socially alive through social work courses. Are you interested in using scientific methods to work with people? Social workers engage in research-informed practice and are proactive in responding to the impact of context on professional practice. Social work is a growing profession that requires engaged, thoughtful, active, practitioners prepared to assist individuals, families, groups, organizations, and communities meet their potential. A. Mission of the School of Social Work III. THE SOCIAL WORK PROGRAM Drawing from the Judeo-Christian traditions of social caring, we prepare students to use social work knowledge, values and skills to demonstrate the intrinsic value of all humankind as they serve those in need and promote social justice and human rights. B. Principles held by the School of Social Work: 1. Social work places emphasis on the inherent worth of the individual, the value of human life and the attainment of a high level of social functioning. 2. Social work provides services to promote a high level of social functioning for individuals, groups, family units and communities. 3. Through the social worker/client interaction, social work provides the opportunity for growth toward self-actualization for the clients as well as the social workers. 6

8 4. In meeting the needs of individuals and groups, social work utilizes principles from the behavioral social sciences. 5. In the experience of social problems, social work recognizes the universality of social problems and their varied impacts, as well as the role of diversity, difference, and privilege. 6. Social work functions cooperatively with other disciplines to make provisions for the individualized and continuous care of individuals, groups, family units and communities. 7. Social work has responsibility to the profession and the community for continued learning, utilization of research and evaluation of practice. 8. Social work stems from societal needs and has the responsibility to change itself when the needs of society change. 9. Social work has responsibility to initiate change for the common good within its sphere of influence and in cooperation with other disciplines. 10. Social work is concerned with local, national and international aspects of social justice and social welfare. C. Mission of the Bachelor of Social Work Program Rooted in educational justice and community engagement, we prepare generalist social workers committed to professional ethics and values, service, social justice, and human rights. D. As a reflection of the mission, the overall goals of the BSW Program are: The overall goal of the BSW program is to create a community of life-long learners and leaders equipped with the knowledge, values, and skills for generalist social work practice. We prepare students: 1. For generalist social work practice with client systems of all sizes (individuals, families, groups, organizations, and communities. Covering EPAS competencies: C2.1.1 C2.1.3 C2.1.6 C2.1.8 C (a-e) 2. To integrate the values and ethics of the social work profession into generalist practice. Covering EPAS competencies: C2.1.1 C To engage diversity and difference in practice with all client systems. Covering EPAS competencies: C

9 4. To understand bio-psycho-social, spiritual, and cultural functioning and apply it to all client systems. Covering EPAS competencies: C2.1.7 C To engage in research informed practice and practice-informed research Covering EPAS competencies: C To engage in policy and community practice to promote social and economic justice and human rights Covering EPAS competencies: C2.1.5 C2.1.8 C (a-e) E. The BSW Program Core Competencies for Generalist Social Work Practice: The following are the Generalist Social Work Core Competencies and Practice Behaviors for the BSW Program. The BSW Curriculum is based on these Competencies and Practice Behaviors. These Competencies and Practice Behaviors are based upon the Council on Social Work Education's Educational Policy and Accreditation Standards (EPAS) for You can find the Council on Social Work Education's Educational Policy and Accreditation Standards for 2008 at the end of the handbook). 8

10 School of Social Work St. Catherine University/University of St. Thomas Core Competencies of the BSW Program BSW Core Curriculum for Generalist Practice The SCU/UST BSW curriculum prepares its graduates for social work practice grounded in the core competencies and practice behaviors of generalist practice. The ten core competencies outlined by the Council on Social Work Education are listed below [C2.1.1 C (a- e)], and are followed by a description of characteristic knowledge, values, skills, and a list of the practice behaviors that operationalize our BSW generalist curriculum. C Identify as a professional social worker and conduct oneself accordingly. Social workers serve as representatives of the profession, its mission, and its core values. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. Social Workers 1. advocate for client access to the services of social work at the micro, mezzo, and macro levels; 2. practice personal reflection and self- correction to assure continual professional development; 3. attend to professional roles and boundaries; 4. demonstrate professional demeanor in behavior, appearance, and communication; 5. engage in life- long professional learning; and 6. use supervision and consultation. C Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision- making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers 1. continuously recognize and manage personal values in a way that allows professional values to guide practice; 2. make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics (NASW, 2008) and, as applicable, of the International Federation of Social Workers/ International Association of Schools of Social Work Ethics in Social Work, Statement of Principles IFSW, 2004), of the Minnesota Board of Social Work (MBSW, 2005) and as appropriate other codes of ethics; 3. tolerate ambiguity in resolving ethical conflicts; and 4. apply strategies of ethical reasoning to arrive at principled decisions. C2.1.3 Apply critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers 1. distinguish, appraise, and integrate multiple sources of knowledge, including research- based knowledge, community and cultural resources, and practice wisdom; 2. analyze models of assessment, prevention, intervention, evaluation, and ending; 3. demonstrate effective oral communication in working with individuals, families, groups, organizations, communities, and colleagues; 4. demonstrate effective written communication in working with individuals, families, groups, organizations, communities, and colleagues; and 5. utilize skills and processes of critical thinking to guide communication and decision- making. School of Social Work Copyright August

11 C2.1.4 Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersection of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers 1. engage in cultural self- study; 2. recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, create or enhance privilege and power; 3. engage in continuous self- assessment of one s social location within social power structures to minimize the influence of personal biases and values in working with diverse groups; 4. recognize and communicate their understanding of the importance of difference in shaping life experiences; 5. view themselves as learners and engage those with whom they work as informants; and 6. recognize and appreciate strengths across cultures. C2.1.5 Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers 1. understand the forms and mechanisms of oppression and discrimination and the changing nature of those systems; 2. advocate for human rights and social and economic justice; 3. engage in practices that advance social and economic justice; and 4. engage in advancing social and economic justice by applying Social Work for Social Justice Principles, the United Nation s Declaration of Human Rights, and other perspectives on social justice. C2.1.6 Engage in research- informed practice and practice- informed research. Social workers use practice experience to inform research, employ evidence- based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers 1. use practice experience to inform scientific inquiry and 2. use research evidence to inform practice. C2.1.7 Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well- being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers School of Social Work Copyright August

12 1. utilize conceptual frameworks to guide the processes of engagement, assessment, prevention/intervention, evaluation, and ending; 2. critically analyze and apply knowledge to understand person and environment; and 3. apply the multidimensional concepts of bio/psycho/social/spiritual/cultural perspective to social work practice on the micro, mezzo, and macro levels. C2.1.8 Engage in policy practice to advance social and economic well- being and to deliver effective social work services. Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers 1. understand the impact that social and organizational policy and agency delivery systems has on individuals, groups, families, organizations, and communities; 2. analyze, formulate, and advocate for policies that advance well- being and a just society; and 3. collaborate with colleagues and individuals, groups, families, organizations, and communities for effective policy action. C2.1.9 Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers 1. continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; and 2. provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. C (a) (e) Engage, assess, intervene, evaluate and end with client systems of all sizes (individuals, families, groups, organizations, and communities). Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes: identifying, analyzing, and implementing evidence- based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. C (a) Engagement Social workers 1. mindfully prepare for action with individuals, families, groups, organizations, and communities; 2. establish rapport and build effective relationships; 3. use empathy and other interpersonal skills; and 4. use the collaborative relationship to develop a mutually agreed- on focus of work and desired outcomes. School of Social Work Copyright August

13 C (b) Assessment Social workers 1. collect, organize, and interpret client system data; 2. assess client system strengths and challenges; 3. develop mutually agreed- on intervention goals and objectives; and 4. select appropriate prevention/intervention strategies. C (c) Prevention/ Intervention Social workers 1. help client systems address problems and foster resiliency; 2. negotiate, mediate, and advocate with client systems; 3. initiate actions to implement prevention/ intervention strategies to enhance client system capacities; and 4. initiate actions consistent with organizational goals. C (d) Evaluation Social workers 1. critically analyze, and evaluate interventions; 2. continuously monitor progress toward goals and respond accordingly; and 3. evaluate outcomes through use of multiple sources and types of data. C (e) Ending Social workers 1. facilitate transitions and endings; and 2. plan for, integrate, and promote sustainable and transferable client system change. The practice behaviors presented here form the basis for the assessment of students progress throughout the curriculum of the SCU/UST BSW program. Adapted from the Council on Social Work Education. (2008). Educational Policy and Accreditation Standards. School of Social Work Copyright August

14 Social Work for Social Justice: Ten Principles h Human Dignity Dignity of the human person is the ethical foundation of a moral society. The measure of every institution is whether it threatens or enhances the life and dignity of the human person. Social workers respect the inherent dignity and worth of all individuals. Social workers treat each person in a caring, respectful manner mindful of individual differences and cultural and ethnic diversity. Social workers seek to promote the responsiveness of organizations, communities and social institutions to individuals needs and social problems. Social workers act to prevent and eliminate domination of, exploitation of, and discrimination against any person or group on any basis. Dignity of Work and the Rights of Workers In a marketplace where profit often takes precedence over the dignity and rights of workers, it is important to recognize that the economy must serve the people, not the other way around. If the dignity of work is to be protected, the basic rights of workers must be respected the right to productive work, to decent and fair wages, to organize and join unions, to private property and to economic initiative. Social workers challenge injustice related to unemployment, workers rights and inhumane labor practices. Social workers engage in organized action, including the formation of and participation in labor unions, to improve services to clients and working conditions. Community and the Common Good All individuals by virtue of their human nature have social needs. Human relationships enable people to meet their needs and provide an important vehicle for change. The family, in all its diverse forms, is the central social institution that must be supported and strengthened. The way in which society is organized in education, economics, politics, government directly affects human dignity and the common good. Social workers promote the general welfare and development of individuals, families and communities. Social workers seek to strengthen relationships among people at all levels to promote the well being of all. Solidarity We are our brother s and sister s keeper. We are one human family, whatever our national, racial, ethnic, economic, and ideological differences. An ethic of care acknowledging our interdependence belongs in every aspect of human experience including the family, community, society and global dimensions. Social workers understand that relationships between and among people are an important vehicle for change. Social workers engage people as partners in the helping process and seek to strengthen relationships among people to promote well-being at all levels. Rights and Responsibilities People have a right and a responsibility to participate in society and to work together toward the common good. Human dignity is protected and healthy community can be achieved only if human rights are protected and responsibilities are met. Accordingly, every person has a fundamental right to things necessary for human decency. Corresponding to these rights are responsibilities to family, community and society. Social workers, mindful of individual differences and diversity, respect and promote the right of all individuals to self determination and personal growth and development. Social workers provide education and advocacy to protect human rights and end oppression. Social workers empower individuals/groups to function as effectively as possible. Stewardship It is incumbent upon us to recognize and protect the value of al people and al resources on our planet. While rights to personal property are recognized, these rights are not unconditional and are secondary to the best interest of the common good especially in relation to the right of al individuals to meet their basic needs. Stewardship of resources is important at all levels/settings: family, community, agency, community and society. Social workers strive to ensure access to needed information, services and resources; equality of opportunity; and meaningful participation for all people. Social workers promote the general welfare of people and their environments. Priority for the Poor and Vulnerable A basic moral test of any community or society is the way in which the most vulnerable members are faring. In a society characterized by deepening divisions between rich and poor, the needs of those most at risk should be considered a priority. Social workers advocate for living conditions conducive to the fulfillment of basic human needs and to promote social, economic, political, and cultural values and institutions that are compatible with the realization of social justice. Social workers pursue change with and on behalf of vulnerable and oppressed individuals and groups to: address poverty, unemployment, discrimination and other forms of social injustice; expand choice and opportunity; and promote social justice. Governance/Principle of Subsidiarity Governance structures in al levels/settings have an imperative to promote human dignity, protect human rights, and build the common good. While the principle of subsidiarity calls for the functions of government to be performed at the lowest level possible in order to insure for self-determination and empowerment, higher levels of government have the responsibility to provide leadership and set policy in the best interest of the common good. Social workers engage in social and political action in order to promote equality, challenge injustice, expand opportunity and empower individuals, families and groups to participate in governance structures at all levels. Participation Al people have a right to participate in the economic, political and cultural life of society. Social justice and human dignity require that al people be assured a minimum level of participation in the community. It is the ultimate injustice for a person or a group to be excluded unfairly. Social workers strive to ensure access to equal opportunity and meaningful participation for all. Social workers empower individuals and groups to influence social policies and institutions and promote social justice. Social workers advocate for change to ensure that all people have equal access to the resources and opportunities required to meet basic needs and develop fully. Promotion of Peace In light of the human dignity and worth of all and the ethical imperatives of solidarity and stewardship, we are called to promote peace and nonviolence at all levels within families, communities, society and globally. Peace is the fruit of justice and is dependent upon the respect and cooperation between peoples and nations. Social workers promote peace and the general welfare of society from local to global levels. School of Social Work 13

15 h Social Work for Social Justice h The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of al people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession's focus on individual well-being in a social context and the well-being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. Clients is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation, administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals needs and social problems. Preamble, NASW Code of Ethics Social work practice at all levels strives towards social justice. Social work practice: direct service advocacy community organizing social and political action supervision policy development and implementation consultation education administration research and evaluation At all levels: with individuals, families and groups -- at the micro level organizations and communities -- at the meso level society and the global community -- at the macro level Strives toward social justice through these principles which are articulated by numerous faith traditions: Human dignity Dignity of work and the rights of workers Community and the common good Solidarity Rights and responsibilities Stewardship Priority for the poor and vulnerable Governance/subsidiarity Participation Promotion of peace School of Social Work 14

16 h Social Work for Social Justice h Social justice means loving people so much that I work to change structures that violate their dignity. Peter Henriot S.J. Philosophy Statement The NASW Code of Ethics identifies the profession s core values as service, social justice, dignity and worth of the person, importance of human relationships, integrity and competence. The Code goes on to discuss numerous specific ethical principles and standards in the context of the service function. It provides, however, far less detail related to the justice function. The Code states that social workers challenge social injustice as follows: Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. Social workers social change efforts are focused primarily on issue of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, service and resources; equality of opportunity; and meaningful participation in decision-making for all people. (NASW Code of Ethics, 1999) Out of its firm commitment to social justice and by virtue of the Catholic mission of our sponsors, the St. Catherine University and the University of St. Thomas, the School of Social Work recognizes Catholic Social Teaching as a rich resource to inform and further specify social justice goals of social work education and practice. Catholic Social Teaching (CST) represents a tradition of social ethics which has derived from multiple sources, including scripture, papal encyclicals, episcopal statements and writings of theologians. Catholic Social Teaching, which addresses the challenges of economic and political life and global harmony, defines standards that universally apply to all human beings and provide guidance as to how people should interact and treat one another within the economic and political spheres of our communities and world. As such, these social teachings provide direction on how to live out the Judeo Christian mandate love one another. Thus, Catholic Social Teaching is relevant to all people, not just Catholics. While all faith traditions make a contribution to social justice, the words of Brian Rusche, Executive Director of Minnesota s Joint Religious Legislative Coalition (JRLC) articulate the gift rendered by Catholic Social Teaching: Catholic Social Teaching is the most systematic and thorough attempt by a religious faith to articulate its positions on social policy. For JRLC's interfaith work, it provides a first lens to look at nearly every social justice issue and seriously influences al our position statements. Catholic Social Teaching is a gift to the world and people of all faiths. Through careful analysis and extensive discussion, the social work faculty has examined the convergence between the NASW Code of Ethics and Catholic Social Teaching. This exercise has led to the development of Social Work for Social Justice: Ten Principles. The integration of these principles into the curriculum recognizes and acknowledges the universality of these principles across numerous other faith traditions. As social work educators, we are bound by the NASW Code of Ethics and therefore responsible to teach our students to become professionals dedicated to service and justice. Social Work for Social Justice: Ten Principles provides a framework for strengthening the way in which we educate for justice and prepare students for competent and ethical social work practice dedicated to both service and justice. School of Social Work 15

17 h Social Work for Social Justice h Finding Common Ground as we work together to build a program and a profession which more strongly articulate a commitment to social justice We will recognize that no single voice/view has a monopoly on the truth. We will remind ourselves that solutions to our challenges will emerge from dialogue that embraces diverse perspectives. 2. We will not envision ourselves or anyone as having all the answers. No one person/group will judge itself alone to be possessed of enlightenment or spurn others as wrong or misguided. 3. We will test all ideas/proposal for their truth, value and potential impact on our program, on our students and on the clients they will serve. This is our responsibility as ethical social work educators. 4. We will presume that those with whom we disagree are acting with good intentions. We will extend civility, courtesy and genuine effort to understand their concerns. We will not diminish nor trivialize their ideas or concerns with labels, abstractions or blanket terms (such as she/he just doesn t get it, is a sellout, has been led astray, is misguided, etc). Instead, we will embrace the complexity of the realities we face and examine their various and multiple dimensions. 5. We will put the best possible construction on differing positions, addressing their strongest points rather than seizing upon the most vulnerable aspect in order to discredit them. We will detect the valid insights and legitimate worries that may underlie even questionable arguments. 6. We will be cautious in ascribing motives. We will not impugn another s motives, loyalties, opinions or comprehension. We will not rush to interpret disagreements as conflicts of starkly opposing principles rather than as differences in degree or in prudential judgment about the relevant facts. 7. We will embrace the realities of our institutional cultures, not by simple defiance nor by naïve acquiescence, but acknowledging both their valid achievement and real dangers. Copyright July 2006, revised Aug Sources: NASW Code of Ethics, U. S. C o n f e r e n c e of Catholic Bishops, O f f i c e o f S o c i a l J u s t i c e Archdiocese o f S t. Paul and Minneapolis School of Social Work Copyright July

18 St. Catherine University /University of St. Thomas School of Social Work Integrative Framework of Generalist Social Work Practice St. Catherine University /University of St. Thomas School of Social Work recognize two goals of generalist practice: 1. To restore and enhance the social functioning of systems of all sizes (individuals, families, groups, organizations, and communities); and 2. To promote a more just society. These goals of generalist practice are conceptualized by The Integrative Framework of Social Work Practice. (See Chart) This framework defines effective, ethical social work practice as a comprehensive set of professional competencies characterized by the following: An understanding of human behavior in the context of the total environment within which people live. Relationships between and among individuals and groups and between people and social structures define this social environment. Social workers recognize the importance of all types of relationships particularly as they occur in relation to the major social institutions in a context of diverse cultures: family, economy, politics/government, education, and religion/spirituality. A focus on the planned change process that makes use of the strengths perspective and that identifies and directs resources to strategically: Engage, assess, intervene, evaluate, and end with client systems of all sizes (planned change process) Build on strengths and assets Alleviate problems and remove barriers Strengthen and empower systems promoting resilience and strategies for prevention. A recognized set of Core Competencies and Practice Behaviors as established by the Council on Social Education that is based upon a body of professional knowledge, values and skills used to assess needs and pursue change. Three dimensions of intervention: The lives of Individuals, Families & Groups are strengthened with services in the micro dimension; The capacity of Organizations and Communities is increased with resources and program development in the mezzo dimension; Advocacy for social change and reform is implemented in the macro dimension: on a Societal, National, and Global level. As depicted in this framework, practice can occur within a single dimension. However, the most effective and ethical social work practice is that which examines and embraces all three dimensions and incorporates concurrent attention to individual/family need, organizational/ community development and social change/reform. Through this conceptualization of effective, ethical social work practice we achieve the two goals of the social work profession as stated above: the improvement of social functioning and social justice. 17

19 Integrative Framework of Generalist Social Work Practice SCU/UST School of Social Work 2010 Individual change Comprehensive Change Social Justice Human Rights Individual/Family/ Group Social Services Human Needs Organizational/ Community Societal, National, & Global 18

20 IV. Curriculum Coursework The academic classroom and field components of the School of Social Work have been developed to flow from the mission of the institutions, to be consistent with the Educational Policy and Accreditation Standards for the undergraduate and graduate program established by the Council on Social Work Education, and to operationalize the overall program goals and objectives. The social work curriculum is based on a liberal arts foundation. Along with these requirements, specific to each of the universities, students complete specific supporting course requirements in general psychology, lifespan psychology, lifespan psychology, introductory sociology, and human biology required by the social work program. The coursework within our social work program reflects a progression of learning, which we believe will best prepare competent generalist practitioners who have the knowledge, values and skills necessary to demonstrate the core competencies of generalist practice. The BSW program at St. Catherine University and the University of St. Thomas uses the Integrative Framework of Generalist Social Work Practice (an overview of this framework is provided on the following two pages). The program is designed to prepare the student for beginning level professional practice as a B.A. or B.S. Social Worker (B.S.W. level) as well as for graduate study. The purpose of our undergraduate curriculum is to prepare students for beginning professional generalist practice with client systems of all sizes (individuals, families, small groups, organizations, and communities). A variety of elective courses in social work are also offered. Social work students are able to complete double majors or minors in other academic areas. Included in the major requirements is a minimum of 600 hours of field education: 200 hours in the junior year and 400 hours in the senior year. Field education provides the opportunity to integrate and apply the knowledge, values and skills learned in academic courses to actual social work situations to develop the core competencies identified as essential for beginning generalist practice. 19

21 Liberal Arts Core Requirements St. Catherine University and the University of St. Thomas are both strongly committed to the total development of the student through a liberal arts education. The basis of this commitment and the purposes of the liberal arts education are stated in each institution's catalog. Both institutions require a basic core of liberal arts courses. The requirements of the two institutions are as follows: St. Catherine University Courses Required Core Courses (both writing intensive) TRW GSJ Foreign Language (8 credits if BA, 12 if BS) BA BA BS Literature Fine Arts History Mathematics or Statistics Lab Science Biology of Women Philosophy Theology Social Science (met by SW pre-reqs) Health and Fitness (2 credits) Writing Requirement (1 course outside major, could be other required course) CRST/WOST(Biology of Women meets requirement) *Information and Technology Proficiency University of St. Thomas Literature and Writing Historical Studies Moral and Philosophical Reasoning Faith and the Catholic Tradition Natural Science and Mathematics and Quantitative Reasoning Social Analysis (met by SW pre-reqs) Fine Arts Language and Culture Human Diversity (SOWK 340 meets the requirement) Number of Courses Required Students generally take the majority of their liberal arts courses during their freshman and sophomore years. The opportunity to take more liberal arts courses than the minimum specified above is available to social work majors since the maximum number of courses in social work a student may take at St. Catherine s is generally 50 semester credits, with 80 semester credits outside of the major required. At St. Thomas, 48 semester credits is generally the maximum, with 84 semester credits outside of the major required. See catalogs for appropriate institutional courses, and contact your academic advisor to discuss your class schedule before registration. 20

22 St. Catherine University and the University of St. Thomas School of Social Work BSW Major Requirements Social Work Courses SOWK 2810C/281T: Introduction to Social Work SOWK 3400C/340T: Human Behavior and the Social Environment SOWK 3550C/355T: Communication and Interviewing Skills SOWK 3800C/380T: Social Work Research SOWK 3850C/385T: Group Work Skills SOWK 3910C/391T: Social Policy for Social Change SOWK 3750C/375T: Junior Fieldwork in Social Work (2 credits) SOWK 3760C/376T: Junior Fieldwork in Social Work (2 credits) SOWK 3780C/378T: Junior Fieldwork in Social Work (4 credits)* SOWK 4010C/401T: Generalist Practice I: Small Client Systems SOWK 4020C/402T: Generalist Practice II: Large Client Systems SOWK 4050C/405T: Senior Fieldwork in Social Work (4 credits) SOWK 4050C/406T: Senior Fieldwork in Social Work (4 credits) *This course is available only to students who plan to study abroad fall or spring semester of Junior year may register for SOWK3780C/378T which moves Junior field into one semester. Students planning to go abroad should speak with their advisor and the BSW Field Education Director as soon as possible. Required Supporting Work SOCI 1000C/100T: Introduction to Sociology PSYC 1001C/111T: General Psychology PSYC 2025C/202T: Lifespan Development Psychology BIOL 1120C/105T: Biology of Women/Human Biology Required Fieldwork Experience These experiences, arranged by the School of Social Work, provide practical learning in social work agencies, institutions, and/or departments to complement the student s academic work. Students have the opportunity to apply theory to real work situations. Fieldwork is graded on a S/U Credit basis in both the Junior and Senior experiences. Junior Year Two semesters of 8 to 10 hours per week off campus (total of 200 hours) and a weekly fieldwork seminar on campus. Students have the options of registering for SOWK 3750/375 and 3760/376 totaling 1 course over Fall and Spring semesters. They may register for SOWK 3780/378, which is one course in the fall OR spring for those students studying internationally for a semester. Senior Year A total of 400 hours in off campus placement. There are also fieldwork seminars on campus. Seniors must register for SOWK 4010/401 and SOWK 4050/405: Senior Fieldwork in Social Work (1 course) Fall semester and for SOWK 4020/402 and SOWK 4060/406: Senior Fieldwork in Social Work (1 course) Spring semester. Senior fieldwork is done concurrently with senior practice courses.) Admission to Major When you declare a social work major, you will be assigned a social work advisor, however, there is a formal application to the major process in the second semester of junior year (explained on page 43). Advisors in the major are assigned at this time if they have not been already assigned. 21

23 Electives SOWK 2100C/210T: *SOWK 390T: SOWK 4410C/441T: SOWK 4230C/423T: CDC 3000C: CDC 3050C: INDI 2910C/IDSC 2910C: IDSC 490Y01: Relationships, Intimacy and Sexuality Faith and Social Transformation Family Resilience and Diversity Practice with Older Adults and their Families Introduction to Chemical Dependency Chemical Dependency and the Family The Anatomy of Violence Semester Abroad Cuernavaca, Mexico Contact your advisor if you would like to enroll for more than two of the above electives. (SCU students need 80 credits outside the major to fulfill the graduation requirement; UST students need 84 credits outside of the major to fulfill the graduation requirement.) *SOWK 390T is cross-listed with THEO 397T. Successful completion of THEO 397T fulfills the 300 level theology course requirement at the University of St. Thomas. 22

24 St. Catherine University/University of St. Thomas School of Social Work Suggested Day Schedule for Completing Major First Year SOCI 1000C/100T PSYC 1001C/111T INDI 2910C/IDSC 291T Introduction to Sociology General Psychology The Anatomy of Violence Sophomore Year SOWK 2810C/281T Introduction to Social Work PSYC 2025C/202T Lifespan Development BIOL 1120C/105T Biology of Women or Human Biology (BIOL 112C) SOWK 2100C/210T Relationships, Intimacy and Sexuality Junior Year Fall SOWK 3400C/340T Human Behavior and the Social Environment (could take Sophomore year) Fall SOWK 3550C/355T Communication and Interviewing Skills Fall SOWK 3750C/375T Junior Fieldwork in Social Work (2 credits) Spring SOWK 3850C/385T Group Work Skills Spring SOWK 3760C/376T Junior Fieldwork in Social Work (2 credits) Fall or Spring SOWK 3910C/391T Social Policy for Social Change Fall or Spring SOWK 3800C/380T Social Work Research SOWK 3780 Junior Fieldwork in Social Work (4 credits) is available in the fall or spring for students taking a semester abroad. Students planning to go abroad should speak with their advisor and the BSW Field Education Director as soon as possible. Senior Year Fall SOWK 4010C/401T Generalist Practice I: Small Client Systems Fall SOWK 4050C/405T Senior Fieldwork in Social Work Spring SOWK 4020C/402T Generalist Practice II: Large Client Systems Spring SOWK 4060C/406T Senior Fieldwork in Social Work Key: C T St. Catherine University University of St. Thomas 23

25 St. Catherine University/University of St. Thomas School of Social Work Suggested Evening/Weekend/Online Schedule for Completing Major First Year (or transfer in) Fall or Spring PSYC 1001 General Psychology Fall or Spring SOCI 1000 Introduction to Sociology Second Year (or transfer in) Fall or Spring BIOL 1120 Biology of Women Fall or Spring PSYC 2025 Lifespan Development Sophomore Year Fall SOWK 2810 Introduction to Social Work Junior Year Fall SOWK 3400 Human Behavior and the Social Environment Fall SOWK 3750 Junior Fieldwork in Social Work (2 crs. fall) Fall SOWK 3550 Communication and Interviewing Skills Spring SOWK 3760 Junior Fieldwork in Social Work (2 crs. winter) Spring SOWK 3800* Social Work Research Spring SOWK 3850 Group Work Skills Spring SOWK 3910* Social Policy for Social Change SOWK 3780 Junior Fieldwork in Social Work (4 credits) is available in the fall or spring for students taking a semester abroad. Students planning to go abroad should speak with their advisor and the BSW Field Education Director as soon as possible. Senior Year Fall SOWK 4010 Generalist Practice I: Small Client Systems Fall SOWK 4050 Senior Fieldwork in Social Work Spring SOWK 4020 Generalist Practice II: Large Client Systems Spring SOWK 4060 Senior Fieldwork in Social Work Key: * Course can be taken Senior year, all other courses must be taken concurrently with those listed in the same semester 24

26 Suggested Schedule for Completing Major for Students Transferring into St. Catherine University with an AA degree Day Program Junior Year Fall SOWK 2810 Introduction to Social Work Fall SOWK 3400C/340T Human Behavior and the Social Environment Fall SOWK 3550C/355T Communication and Interviewing Skills Fall SOWK 3750C/375T Junior Fieldwork in Social Work (2 credits) Fall CORE 2000 The Reflective Woman Spring SOWK 3850C/385T Group Work Skills Spring SOWK 3760C/376T Junior Fieldwork in Social Work (2 credits) Fall or Spring SOWK 3910C/391T Social Policy for Social Change Fall or Spring SOWK 3800C/380T Social Work Research Senior Year Fall SOWK 4010C/401T Generalist Practice I: Small Client Systems Fall SOWK 4050C/405T Senior Fieldwork in Social Work Spring SOWK 4020C/402T Generalist Practice II: Large Client Systems Spring SOWK 4060C/406T Senior Fieldwork in Social Work THEO Theology CORE 3990 Global Search for Justice And any other electives needed to meet 130 credits Evening/Weekend/Online Program Junior Year Fall SOWK 2810 Introduction to Social Work Fall SOWK 3400 Human Behavior and the Social Environment Fall SOWK 3750 Junior Fieldwork in Social Work (2 crs. fall) Fall SOWK 3550 Communication and Interviewing Skills Spring SOWK 3760 Junior Fieldwork in Social Work (2 crs. winter) Spring SOWK 3800* Social Work Research Spring SOWK 3850 Group Work Skills Spring CORE 2000 The Reflective Woman Senior Year Summer THEO Theology Fall SOWK 4010 Generalist Practice I: Small Client Systems Fall SOWK 4050 Senior Fieldwork in Social Work Fall CORE 3990 Global Search for Justice Spring SOWK 4020 Generalist Practice II: Large Client Systems Spring SOWK 4060 Senior Fieldwork in Social Work Spring SOWK 3910* Social Policy for Social Change And any other electives needed to meet 130 credits Key: * Course can be taken Senior year, all other courses must be taken concurrently with those listed in the same semester SOWK 3780 Junior Fieldwork in Social Work (4 credits) is available in the fall or spring for students taking a semester abroad. Students planning to go abroad should speak with their advisor and the BSW Field Education Director as soon as possible. 25

27 Program Admission Requirements V. BSW Policies and Procedures Students take some social work courses prior to admission to the major which occurs in the spring of their junior year. To be formally accepted into the social work major, the student will: 1. Have junior standing. 2. Have a cumulative GPA of 2.25 at time of admission to the major. 3. Complete a Petition-For-Major Form (SCU) or a Major Field Card (UST). 4. Achieve a C- or above on the four supporting courses and all social work courses. 5. Submit a copy of current transcript. (Unofficial copy is acceptable.) 6. Submit a copy of first semester field evaluations. 7. Complete an Information Form for social work faculty panel. 8. Complete an interview with academic advisor. 9. Be reviewed and approved by social work faculty. Assessing One s Aptitude and Motivation for a Career in Social Work. We provide our students with extensive opportunities to assess their motivation for a career in Social Work and their aptitude for the profession in both academic and fieldwork areas. Through informal discussions with faculty, agency staff, fellow students, classroom discussion, junior field seminars, and independent papers or projects, students are confronted with re-examining their attitudes, expectations and motivations. The Social Work faculty spends time talking with students individually and in small groups about their capacities and abilities and how they fit with their interest areas in the social work field. This continuing emphasis on self-awareness and selfdirection is brought about through classroom assignments focusing on one s own personal philosophy of helping, role-plays, simulations, audio and videotaping in the classroom (with verbal and written feedback), oral course evaluations, fieldwork related goal conferences, weekly supervisory conferences with agency fieldwork instructors and final written fieldwork evaluations and conferences. All students meet with their faculty advisor in their junior year to discuss their aptitude and motivation for a career in social work, assess the results of their written skills assessment and review their current transcript and GPA. This is the formal process for admission to the social work major. If the student has not yet received a handbook from his/her advisor, the student receives it at this time, along with discussion of pertinent items in the grievance procedure. Our focus is to help the students see that they are part of the change system in the social work profession. To be effective in such a role, one must have self-awareness about her/his prejudices, strengths, weaknesses, unique skills and talents. Students are consistently encouraged to focus on these prejudices, strengths, weaknesses, unique skills and talents for further growth. To support this focus on self-awareness, the program has a strong emphasis on its own program evaluations. In expecting feedback from students on our teaching style, course content, assignments, etc., we have maintained our philosophy that we all need continuous evaluation to obtain feedback in how we are functioning within the social work profession. Only through feedback and educational resources can we change and grow toward our fullest potential. Description of Admissions Procedures 1. All admission to the major forms are distributed and explained in fall semester of junior fieldwork SOWK 375/ Meeting with academic advisor: February or March of junior year A. Purposes 1. To meet with the student individually to discuss educational plans and needs. 2. To assess the student s academic and social potential for successful completion of the social work program. 26

28 3. To make a recommendation about acceptance into the major. B. What can you expect to happen during the interview with your academic advisor? 1. A review of your Information Form, Personal Assessment, transcript, and fieldwork evaluation forms. 2. During the meeting, your advisor will consider factors such as academic functioning motivation, commitment, experience, background, existence of any patterns of inappropriate behavior and future goals. 3. Students are encouraged to ask questions and share concerns. 4. If your advisor has a concern in any area, that concern is shared openly and discussed. 5. Your advisor will forward the recommendation to accept you into the major to the full-time faculty. C. Review and approval by social work faculty in the decision about accepting you into the major will be made in a meeting of the full-time faculty. 1. If you are accepted, an official letter of acceptance will be sent to you. 2. You may be accepted conditionally pending satisfactory completion of an identified requirement (e.g., retaking the writing assessment with satisfactory results). 3. If you are not accepted, because a requirement is not met or for some other concern, you will be asked to reschedule with your advisor, and possibly the BSW Program Director, to discuss the issues and your options. If you are not satisfied with the decision made by the faculty you may proceed with your grievance through the normal grievance procedure as outlined later in this handbook. 27

29 Retention in the BSW Social Work Program: Standards of the BSW Social Work Program for Continuance and Graduation (Approved by the Faculty 5/08/03) The following standards apply to all undergraduate students enrolled in the St. Catherine University/ University St. Thomas School of Social Work. Standards are broader than academic performance due to the nature of Social Work practice and the expectations of a professional program. All undergraduate Social Work students will receive and are required to comply with the Standards of the BSW Social Work Program, the National Association of Social Workers (NASW) Code of Ethics and the Minnesota Social Work Licensing Code of Ethics, as well as related policies in the program and field handbooks. Faculty regularly evaluates academic and professional performance in several areas, including but not limited to the demonstration of basic professional practice skills, stress management and emotional self-awareness, professional judgment, and scholastic performance. Criteria defining each of these four primary areas are identified below. A. Basic Professional Practice Skills: 1. Communication: practices using effective oral and written skills; uses existing technologies as appropriate; employs effective interpersonal skills including the ability to take appropriate responsibility for one s own actions and decisions and their potential impact on others; and possesses the ability to identify and acknowledge limitations. 2. Ability to Exercise Critical Thinking: demonstrates the ability to plan, monitor and evaluate practice interventions and overall practice; articulates the problem-solving process. 3. Physical Skills: demonstrates sufficient motor, sensory and speech and language skills to actively attend and participate in class and practicum sites with or without accommodations (refer to section on Accommodations for Students with Disabilities). B. Stress Management and Emotional Self-Awareness: 1. Effective Self Care and Coping Skills: handles stress appropriately by use of self-care techniques and supportive relationships; recognizes personal needs and plans accordingly. 2. Emotional Maturity: demonstrates understanding of appropriate self-disclosure; maintains respectful relationships with peers, colleagues, faculty, and others; demonstrates empathic support to peers; and 3. Uses assertive problem solving strategies rather than aggressive or passive actions. Seeks professional help for medical or emotional issues that interfere with professional and scholastic performance. C. Professional Judgment: 1. Comprehension of Ethical Behavior: demonstrates adherence to the NASW Code of Ethics, state licensing laws and practicum site policies and procedures; practices within the competencies and limits of a generalist BSW practitioner. 2. Committed to Professional Learning: takes responsibility for learning and seeks feedback and/or supervision from field instructors, faculty, peers and colleagues; participates in classroom discussions and stays engaged in learning; holds self-accountable for work assigned. 3. Self Awareness: demonstrates awareness of one s own attitudes and beliefs (economic status, age, ethnicity and lifestyle differences) and their impact on professional practice; acknowledges when personal values interfere with professional practice and client relationships and makes appropriate referrals or takes appropriate action. 28

30 D. Scholastic Performance 1. Earns a grade of C- or better in the four supporting courses and in all social work courses and maintains a cumulative GPA of at least Satisfactory completion of junior practicum that demonstrates both satisfactory progress and a reasonable expectation of success in a senior practicum site. 3. Fulfills the expectations and standards detailed in the BSW Social Work Field Education Manual. 4. Obtains a mid year evaluation from the Senior Agency Field Instructor and Faculty Field Liaison that satisfactory progress is being made towards competent, ethical practice; earns a final evaluation in Senior Field that affirms the student is adequately prepared to graduate as a beginning generalist Social Work practitioner. Specific expectations and standards are detailed in the BSW Social Work Field Education Manual. 5. Adherence to respective institutions Scholastic Honesty statements in completion of academic assignments, both individual and group assignments. 6. Any student who fails a core practice course twice will be terminated from the social work program. Any student terminated from a field placement will be placed on probationary status. Termination from a second field placement will result in termination from the program. Procedures for Adjudication of Student Grievances Student grievances, instances where student rights have been allegedly denied or violated are handled in the following manner with the School of Social Work. Grievance Policy. The procedure for addressing grievances in any aspect of the social work program will be based on the following criteria: 1. in all cases, it is expected that the student will speak directly with the person with whom he/she has a grievance; 2. complaints will be taken seriously and investigated in a matter that provides equal access and responsiveness to all parties; 3. respect for all involved parties will be communicated throughout the process, including validation of feelings; 4. a win-win solution will be sought wherever possible, i.e., a solution that provides validation, respect and positive consequences for all parties; 5. social work values and ethics will be adhered to; 6. resources outside the social work program, such as the counseling center, may be suggested as appropriate. Grievance Procedure for Field Education. Student grievances related to field education will be handled within the School of Social Work according to the following procedures: 1. If the problem is in the field agency, the student must first discuss it with the field instructor. If it is not resolved, the Faculty liaison will come for a meeting. If a satisfactory resolution does not result from meeting with the field instructor and Faculty liaison, the student may submit a written petition to the Field Faculty Committee for reconsideration of the decision. If the problem is in seminar, the student must first meet with the Faculty liaison. If a satisfactory resolution does not 29

31 result from that meeting, the student may submit a written petition to the Field Faculty Committee for reconsideration of the decision. 2. If the student is not satisfied with the decision of the Field Faculty Committee, the student may schedule a meeting with the Director of BSW Field Education and the BSW Program Director. 3. If the issue is still not resolved to the student s satisfaction, the student may schedule a meeting with the Dean of the School of Social Work for a final decision. a. If the grievance is concerning an academic matter (classroom or field) and is still unresolved after steps 1-3, the student may petition the associate academic dean at St. Catherine University or the executive vice-president for academic affairs at the University of St. Thomas. b. If the grievance is non-academic, and it is not satisfactorily resolved in steps 1-3, the student may bring the grievance to the associate dean of students at St. Catherine University or the vice-president for student affairs at the University of St. Thomas. Grievance Procedure for Non-Field Related Matters. 1. If a satisfactory resolution does not result from meeting with the faculty member, student and academic advisor, the student may submit a written petition to the BSW Program Committee for reconsideration of the decision; 2. If the student is not satisfied with the decision of the BSW Program Committee, the student may schedule a meeting with the BSW Program Director; 3. If the issue is still not resolved to the student s satisfaction, the student may schedule a meeting with the Dean of the School of Social Work for a final decision. 4. If the grievance is concerning an academic matter (classroom or field) and is still unresolved after steps 1-3, the student may petition the associate academic dean at the St. Catherine University or the vice-president for academic affairs at the University of St Thomas. 5. If the grievance is non-academic, and it is not satisfactorily resolved in steps 1-3, the student may bring the grievance to the associate dean of students at the St. Catherine University or the vicepresident for student affairs at the University of St Thomas. Policies and Procedures for Academic or Disciplinary Probation, Suspension or Termination All faculty are involved in the formation of students professionalism and are responsible for reporting concerns to the BSW Program Director and other faculty as appropriate to assure ethical practice and academic achievement. The specific process employed for reporting and reviewing a concern relative to a student s performance will be based on the severity of the issue. Relevant information may be disclosed to the practicum site per the Informed Consent Policy (BSW Social Work Field Education Manual), if the concern is field related or is affecting field performance. In most situations a faculty member will address concerns directly with a student and establish a plan of action with that student to resolve the concern. Faculty will inform the student s advisor, the BSW Program Director and the BSW Field Education Director of the concerns so that any pattern of behavior or issue is identified and addressed in a timely manner. Any other faculty may be informed of these concerns on a consultative basis. Documentation of individual meetings, concerns addressed, and plans of action will be completed if appropriate and maintained by the concerned faculty member. If the concern is field related, the field faculty member may offer to meet with the Agency Instructor and the student. The faculty member who called the meeting will inform the academic advisor and BSW Field Education Director of the concerns and may also recommend a meeting of the student with their academic advisor regarding these concerns. 30

32 In the event the concerns are unresolved or of a more serious nature, a meeting will be conducted with the student, faculty member(s) and/or the academic advisor, and the BSW Program Director. If the problem is related to the field practicum, the meeting may include the Agency Field Instructor and BSW Field Education Director. In these situations the Agency Field Instructor or the field faculty member has the authority to suspend the student s placement until the concern is resolved. The student will be advised in writing of the performance and/or behavioral concerns to be addressed and will be requested to attend this meeting. Disciplinary action, can include: 1. Continuation in the program with no restrictions, 2. Probationary* status, 3. Suspension* or 4. Termination from the program with no readmission. Subsequent to the meeting, a letter will be written by the BSW Program Director documenting the outcome of the meeting and any determination of action. In the event of probationary status or suspension, the student will be advised in writing of the actions they must take to address the concerns and a timeframe for doing so in order to regain full program status. This may include future meetings with their advisor, seeking outside assistance, re-evaluating academic load and readiness for the major, meeting a minimum GPA standard in the next 12 credit course load, a specific performance level in field placement and/or continuing in the Social Work Program at a later date. This letter will be sent to the student, the concerned faculty member, the academic advisor, BSW Field Education Director and the Dean of the School of Social Work. If the matter is related to field performance, a copy will also be sent to the Agency Field Instructor containing relevant information. The BSW Program Director will also write a summary of the meeting. This summary and any related documentation will be maintained by the BSW Program Director. Compliance with other Policies, Laws and Regulations: Institutional policies of St. Catherine University and the University of St. Thomas define student misconduct as student behavior that is in violation of regulations established by the Boards of Trustees, of college/university regulations and of rules governing residence on college/university property. Social Work majors as citizens are subject to all federal and state laws in addition to all college/university regulations governing student conduct and responsibility. A student may be suspended or terminated from the Social Work major/program for violating said laws, rules or regulations. Social Work students may also be suspended or dismissed from the major for violations of the NASW Code of Ethics. Students who are placed on probationary status, suspended or terminated may use the institutional grievance policy and procedures of their respective school to appeal that decision. This policy does not supersede any or replace any applicable College or University wide process or policy. There may be circumstances that warrant immediate discipline including termination from the program. At all times, the School has the right to discipline or terminate a student during the course of or in lieu of the process described herein. * Probationary status limits the social work courses for which a student can register. While under suspension, the student may not register for any social work courses. Conditions of Status Probationary Status occurs for one or more of the following reasons: Failing a required social work course (below C-) Termination/Unsatisfactory grade from your field practicum Unprofessional judgment in the academic setting 31

33 Difficulties with stress management and emotional self-awareness Falling below a 2.25 GPA Consequence: Student may still register for some social work courses as determined through a contract by the BSW Program Committee. Suspended Status for one or more of the following reasons: Investigation into concerns at the agency regarding ethical behavior Investigation into concerns regarding conduct at your academic institution Falling below the 2.25 GPA Consequence: Student cannot register for any social work courses. Terminated Status occurs for one or more of the following reasons: Failing a required social work course twice (below C-) A second termination/unsatisfactory grade from your field practicum A violation of the NASW Code of Ethics School of Social Work Statement on Writing The School of Social Work is committed to encouraging and developing excellent writing skills on the part of its students. Writing, an essential communication tool, is critical for effective work with all client systems involved in professional practice. In work with other individuals, social workers are expected to formulate written assessments, record observations, and document services. For these tasks they have an ethical obligation to communicate clearly, purposefully, and thoughtfully. As social workers interact with groups and on the community level, they require good writing skills to explain agency programs, propose needed services, request funding, and represent the profession as an educated contributor to community life. Social workers also work for societal reform and provide leadership in democratic processes. They contribute their expertise to influence public opinion and public policy on the multiple issues that affect client groups, vulnerable populations, and the quality of life for all citizens. They are also responsible to share research findings and practice wisdom with others through scholarship and publication. Writing is an essential tool for these professional tasks, but each of these tasks relies on the social worker s use of self. Good writing not only communicates effectively with others, but enhances one s own ability for self-awareness, reflection on experience and critical thinking. These are essential for growth of the practitioner as a human being, and thus enhance our ability to connect and understand the human experiences of these with whom we work. Social work majors meet the writing-intensive requirement through the four practice courses (SOWK 355, SOWK 385, SOWK 401, and SOWK 402) where specific assignments develop writing skills for reflection, documentation, advocacy, and integration. Guidelines for Citing Sources in Social Work Papers. The School of Social Work requests students to use APA style when citing sources. The APA manual is in both libraries and each student has a required writing text. (Please note the following section on plagiarism.) Plagiarism. Plagiarism is the dishonest act of presenting the words or thoughts of another writer as if they were your own. You commit plagiarism whenever you use a source in any way without indicating that you have used it. If you quote anything at all, even a phrase, you must put quotation marks around it, or set it off from your 32

34 text; if you summarize or paraphrase an author s words, you must clearly indicate where the summary or paraphrase begins and ends; if you use an author s idea you must say that you are doing so. In every instance, you must also formally acknowledge the written source from which you took the material. If you do not, you are plagiarizing and in conflict with the academic standards of both institutions and will face disciplinary actions. Reprinted from Writing: A College Handbook by James A.W.Hefferman and John E. Lincoln. By Permission W.W. Norton & Co. Inc., Copyright 1982 by W.W. Norton & Co. Inc. You can avoid plagiarizing if you are careful to do the following: Put the words of an author in quotation marks, record them accurately, and follow the quotation with a citation that indicates you source. And use quotation marks even when you borrow a phrase or a single, special word from another person. (Follow the style of citation recommended by your professor. MLA, APA, and Turabian are three common styles) Write a summary or paraphrase in your own words and sentence patterns. Follow it with a citation. Just changing some words does not make a paraphrase; the ideas must be digested, understood, and written in your own words. In addition, it is wise to lead into your quotation or paraphrase by using the author's name. For example, you can writing, "According to Deborah Tanner," followed by a quotation from Tanner or your paraphrase or summary of Tanner's ideas. Be careful not to plagiarize your teacher or colleagues, as well. If you borrow words or ideas from anyone...be sure to give them credit by quoting and citing them, or paraphrasing and citing. They will thank you for it. And a final note concerning plagiarism and the Internet: To avoid plagiarism, cite the source of anything that you borrow from the Internet, including material from Web pages, , and newsgroups. These materials are the words and ideas of people who deserve to be given credit. Copyright 1997, Bemidji State University, Writing Resource Center. May be used freely for non-profit educational use as long as credit is given for source. Accommodation for Students with a Disability For SCU Courses: St. Catherine University is committed to equal access for all and recognizes that disability is an aspect of diversity. The University s goal is to create learning environments that are usable, equitable, inclusive and welcoming. If there are aspects of the instruction or design of the course that result in barriers to the learning environment, accurate assessment or your achievement, please contact the Resources for Disabilities office as soon as possible. Patty Wallway and Lisa King are the Access Consultants there and can be reached in the O Neill Center: to discuss academic adjustments or accommodations. For UST Courses: Qualified students with documented disabilities who may need classroom accommodations should make an appointment with the Disability Resources office. Appointments can be made by calling: You may also make an appointment in person in Murray Herrick, room 110. For further information, you can locate the Disability Resources office on the web at Class Attendance Policy Students are expected to attend the first class meeting of a course for which they are registered. Thereafter, regular attendance at classes is expected. Specific attendance requirements and/or sanctions for absences beyond those articulated in this policy may be determined by the instructor. Students are expected to follow all requirements. Full participation, preparation and attendance is expected in all class sessions as a reflection of professional commitment. In the exceptional case when students must miss a class, they are expected to contact the faculty to discuss how to meet the expectations for that class. If a student misses more than 2 class sessions in a semester, they may be dropped from the class. 33

35 Influenza Policy Since St. Catherine University and the University of St. Thomas are committed to the healthy well- being of our communities, we support The Centers for Disease Control s following recommendation: students, faculty, or staff with influenza like illnesses (temperature of or greater, plus a cough or sore throat) are directed to self isolate (or stay home) for at least 24 hours after their fever is gone without the use of fever- reducing medicine. In the event that students are unable to attend classes due to this self- isolation recommendation, they should notify their professors of their absence. Faculty will provide opportunities for these students to participate in alternative delivery of class material due to illness. It will be the responsibility of the instructor, to create appropriate course- specific accommodations for students with illnesses. Additionally, it is the expectation that students conduct themselves ethically and that illness- related accommodations are not abused. VI. Fieldwork The School of Social Work at St. Catherine University and University of St. Thomas offers a broad range of field opportunities at a variety of social agencies in metropolitan and rural areas. Professional social workers in these agencies (known as Field Instructors) are responsible for supervising the student's work in the agency. They are carefully screened and selected in accordance with criteria that comply with accreditation standards set by the Council on Social Work Education. Coordination, monitoring, and final grading are done by the program's Field Faculty Liaisons, who meet regularly with a small group of students in campus field seminars. Conferences are scheduled with the student, Field Instructor, and Field Faculty Liaison to individually plan the student's field responsibilities, discuss issues that may arise, and evaluate the student's field experience. A minimum of 600 hours of field placement is required of all Social Work majors: 200 hours in the Junior year and 400 hours in the Senior year. Students are generally required to select different agencies for the Junior and Senior years to ensure a broad and varied experience in the field. Throughout the field program, continuous and intensive involvement provides students with a continuity of contact with the social work profession. Familiarization with routines and procedures helps students identify and develop a sense of belonging with the agency, professionals, clients, and delivery systems. Each student has on-going supervision from agency staff and faculty to address a variety of issues and needs such as progress, obstacles to growth, observations, and the application of academic theory in a "real world" setting. The relationships between student, Field Instructor, and Field Faculty Liaison provide consistent opportunities for feedback regarding effective professional practice. Junior and senior field are both graded on a Satisfactory/Unsatisfactory basis. The student's Field Faculty Liaison assigns the grade based on the student's performance in the agency, the student's performance in seminar groups, and the student's completion of field course requirements as described in the course syllabus. Agency performance is evaluated by the Field Instructor using the program's evaluation forms with the student's Learning Agreement as a guide. Junior Fieldwork. The purpose of Junior Field is to introduce the students to the issues and practice of professional social work, complementing the student s academic work and allowing the student to explore his or her goodness of fit with the social work major. Students begin learning about social work knowledge, values, and skills and how to integrate them in practice through observation and beginning tasks. Students apply for formal admission to the social work major during their junior year and performance in field is a key component in that admission decision. The student will have the opportunity to observe the social worker's role in the helping process, to have direct contacts in agencies with a variety of individuals, groups, and community workers, to learn some 34

36 beginning social work tasks, and to share experiences with other students in small field seminars on campus. The students will be expected to develop a beginning self-awareness of their own part in the helping process, perform at a beginning level the functions of the agency to which they are assigned, and put into practice beginning social work skills. Junior students are also introduced to the idea of reflective practice. As human beings, we naturally bring our own history, patterns, values, and experiences to our social work practice. Because the nature of social work is to interact, assist, guide, and support others, in often stressful or crisis situations, it is vital that we understand what we bring to social work encounters along with when and how our own experiences or biases may be hindering or helping. Junior students will be introduced to and practice for beginning embodied awareness and mindfulness practices that will serve as techniques to learn about their own biases, reactions, and overall self-awareness. Students are encouraged to discuss these practices and self-learning with their agency field instructors as well as with peers in their field seminars. To gain a more comprehensive understanding of social work in many settings, students share their experiences with other students in small field seminars held on campus. Juniors fulfill their field requirement over two semesters or terms involving hours per week in the agency. Each course earns 2 credits for a total of 4 credits in Junior Field. If a student plans to study abroad or has other special circumstances they can register for SOWK 378 in the Fall term, which is 4 credits. Senior Fieldwork. The purpose of Senior Field is to provide the student with the opportunity to further integrate and apply knowledge and theory from academic courses to actual social work situations. The student is expected to learn to perform social work responsibilities equivalent to those of a new staff member in the agency, under close supervision of their supervisor. The student is now expected to learn to perform social work responsibilities equivalent to those of a new staff member in the agency, under close supervision of the Field Instructor. It is expected that the student will be able to analyze his/her values, attitudes, and interaction with others. Students are required to practice generalist social work methods with client systems of all sizes and to apply professional ethics and values in a specific field of practice. The effective use of supervision is emphasized and the student is oriented to state licensing requirements and career planning. On-going field seminar groups provide a supportive format for thinking critically about students' experiences in the field. Building on the foundations of Junior Field, Senior students will continue and expand on their reflective practice by integrating holistic self-care. As social workers, it may seem that caring for ourselves is a given. However, in the midst of the care we show others on a daily basis, we sometimes forget to provide that same level of compassion to ourselves. Continuing to neglect our own self-care puts us at risk for burn out and substandard service. Senior Field students will explore and practice holistic self-care techniques that will help them relax and re-energize. When social workers care for themselves they can better provide assistance to their clients and communities. To gain a more comprehensive understanding of social work in many settings, students share their experiences with other students in small field seminars held on campus. The senior placement requires 400 total hours of agency experience over 2 semesters/terms. SOWK 405 requires 150 hours and the remaining 250 hours are completed in SOWK 406. Students are encouraged to schedule between 15 and 20 hours per week in their agency, with a 10 hours per week required minimum. 35

37 Senior students are encouraged to design their field placement to be an important component in their professional development. Senior field provides an opportunity to strengthen generalist practice skills as well as to develop more in-depth knowledge of a particular field of practice or population, to build professional networks, and to test one s fit with less familiar aspects of practice. Senior field and elective courses can enhance students preparation for entering the job market. Policies and Procedures. Details of the fieldwork placement process, mutual responsibilities, discussion groups, miscellaneous policies and procedures are contained in the BSW Field Education Manual. The Fieldwork Manual includes vital information and forms that the student will need to use in his/her fieldwork throughout the junior and senior years of the social work major. Scheduling Time for Fieldwork. You are expected to do fieldwork in agencies off campus during the same semesters that you are registered for classes. This means that you will need free blocks of time within your academic, personal, and employment schedule to provide for fieldwork hours that coincide with hours the agencies provide services. Transportation time from campuses vary with the distances and accessibility to freeways and public transportation. Some agencies require the use of a car. VII. Student Advising, Transfer Credits and Opportunities Advising Information From the information provided on admission forms, all students at St. Catherine and St. Thomas are assigned an advisor when they enroll at either institution. SCU Day transfer students and students beyond their first year at SCU are assigned an advisor in the major field in which you are interested. SCU Weekend College students are assigned an advisor in their chosen major at the time they enroll. UST students are assigned a major field academic advisor after completing 48 credits and filling out a major field card indicating their intention to complete a social work major. The responsibilities of the advisor include: assisting the student with academic program planning, preparation of requests for any modification or requirements, job or career advice, and interpretation of catalog statements on requirements. Non-academic or partially academic areas such as personal problems or financial needs may be discussed with the advisor at any time and/or with any other faculty person. Also, a student personal Counseling Office is available to students upon request or by referral from the advisor. The procedures for academic advising within the School of Social Work are consistent with those of other institutions. The basic premises of the advising policies and procedures of the School of Social Work are: that students know what courses are available within the School and supporting work, what courses they wish to take, what area they wish to emphasize and the amount of time and commitment they desire to put into their study process. Students are advised on possible alternatives and the possible ramifications of their choices. The School of Social Work is not designed to limit a student s program but rather to encourage individual program planning to meet student academic needs. Students, in selecting courses, are encouraged to talk with the instructor before the course is taken to assess whether course objectives, assignments or projects and teaching style will meet the student s needs. Students who express interest in other academic fields such as psychology, sociology, theology, etc., are encouraged to take courses within that area and/or to consider a double major. The advisor is available upon student request but may also initiate contacts with students to assist them with problems that are interfering with academic or fieldwork performance, educational or career planning. This advising role is designed to offer support and encouragement to the student. The Social Work School faculty can access academic information on their advisees at any time via the computer system. Faculty routinely 36

38 contacts students with marginal and/or failing grades. Conferences are scheduled focusing on identification of learning difficulties and referral is made to the appropriate resource. Individual encouragement and support is given at this time. All students petitioning to major in social work complete an interview with their assigned academic advisor in the School of Social Work. This affords an opportunity to discuss educational plans and needs and assess the student s academic and social potential for successful completion of the program. During the interview, the student and advisor review the student s information form, transcript, and first semester field evaluations. The student and advisor explore the student s academic functioning, motivation, commitment, experience, background, behavior patterns, strengths, interests and future goals. School procedures, policies and expectations of professional education are reviewed. The advisor and student work together to discern the goodness of fit between the student s interests, skills, and values and the profession of social work. The advisor forwards his/her recommendation regarding the student s acceptance to the major to the BSW Admission Committee. All social work faculty and agency fieldwork instructors are responsible for advising students about educationally related community experiences. This is done through announcements made in class, posting of brochures in both social work offices, memos circulated in student mail boxes, and posters placed on both campuses. Social Work faculty and agency fieldwork instructors regularly bring to the students attention seminars, conferences, institutes, workshops, and community classes, which they feel, will benefit the student. Transferring Credits into the Institutions. As institutional policy, both institutions accept credits in transfer from other nationally recognized accredited institutions if the course is found compatible with overall institutional curriculum. Technical courses offered in vocational schools or remedial courses are not accepted for academic credit. The institutions have a variety of procedures for student to obtain credit for prior educational achievement. It is the policy of the School of Social Work that transfer credit for courses taken in another institution for required social work courses be accepted under the following conditions. The BSW Program Director makes decisions on social work courses accepted for transfer. 1. Transfer from CSWE Accredited Program: Courses must be similar in content and credit value to those they replace and the student must have earned at least a grade of C. Transfer of credit is not permitted for SOWK 4010C/401T: Generalist Practice I: Small Client Systems, SOWK 4020C/402T: Generalist Practice II: Large Client Systems, or SOWK 4050C/405T and 4060C/406T: Senior Fieldwork in Social Work. Be sure to include any previous name used while attending other institutions. A copy of the course syllabus may be requested. 2. Transfer from Non-credited Social Work Program: Credit may be granted on a case-by-case basis after careful examination by the social work faculty. They must agree that the course for which the student wishes to receive social work credit contains content comparable to the School offering and the student must have earned at least a grade of C. Be sure to include any previous name used while attending an institution. Students are asked to provide course syllabi and/or examples of their work from the course. The qualifications of the faculty who taught the course at the institution from which transfer of credit is being requested will also be evaluated. 37

39 Transfer of credit from non-accredited programs is not permitted for SOWK 4010C/401T: Generalist Practice I: Small Client Systems, SOWK 4020C/402T: Generalist Practice II: Large Client Systems, or SOWK 4050C/405T and SOWK 4060C/406T: Senior Fieldwork in Social Work. Except under unusual circumstances, testing out of required social work core courses is not allowed. Life and Work Experience. The School of Social Work does not grant academic credit, course waivers, or field practicum credit for life experiences or previous work experience for courses in the professional foundation areas. National Social Work Honor Society. In April, 2002, the School of Social Work was granted a charter for Beta Epsilon Chapter of Phi Alpha, the National Social Work Honor Society. The primary objective of this honor society is to recognize and encourage superior scholarship in social work education and to advance excellence in social work practice. According to the national organization, to be eligible for membership a student must have: achieved junior or senior standing; earned a minimum of 6 semester hours or equivalent in Social Work; achieved a grade point average of 3.25 or above overall and 3.5 in social work classes; and been duly enrolled in an undergraduate social work or welfare program accredited by the Council of Social Work Education. Student officers, consisting of President, Vice-President, and Secretary-Treasurer, administer the Chapter. There is a faculty advisor available for consultation and guidance. Social Work Club Comprised of students across disciplines, the Social Work Club mission is: To promote social justice, through action, for the least advantaged and to assist those individuals who suffer from the effects of discrimination based upon social, political, and environmental differences. The Social Work Club is led by student officers who convene meetings, coordinate activities and manage the club s budget. Yearly activities are determined by student members with the support and guidance of a faculty advisor. Past activities have included collaboration with community agencies to provide donated food, clothing and hygiene items, participation in Social Work Day at the Capitol, and tabling on campus to education the community on social work and societal issues. It provides an avenue to be active in the community, to promote social justice, to network and to have fun. The Social Work Club is a chartered student organization. Specialized Learning Opportunities. Students within the School of Social Work have opportunities available to them to pursue special fields of interest and also to broaden their knowledge of Social Work. These opportunities, which include Experiential Learning, January Term Proposals, Independent Study, Special Majors, and Course Offerings through other Schools are not included in the required Social Work curriculum but are available to all Social Work majors. The faculty of the School of Social Work supports and strongly encourages students to become involved in these opportunities for the following reasons: student initiated projects enhance individual growth, increase professional and personal self-confidence, 38

40 provide excellent shared learning experiences for faculty and other students, help the student develop his/her awareness of feelings and attitudes relative to social issues and problems, provide a good learning experience in organizing, and seeking out community resources and providing new ideas and materials for curriculum development. See specific sections of this Chapter entitled: Experiential Learning Individual Study January Term Semester in Mexico / Summer in England Special Majors Recommended Courses in other Schools Experiential Learning - UST. In Experiential Learning the student is actively engaged in the process of integrating theoretical knowledge with practical experience. Practical experience is that which involves the student in a work setting in either a salaried or a volunteer basis, normally off campus. The student may gain credit for certain college supervised non-classroom experiences. In assessing the appropriateness of a work experience for credit, the faculty supervisor and student must pay attention to: the suitability of the experience for the student at her/his stage of development; the possibility of planning for the experience in advance and of securing definite faculty approval; the relationship between credit and the time and work involved; careful evaluation on the basis of goals which have been agreed upon by the student, faculty supervisor, and when possible, the actual work-supervisor; the opportunities Experiential Learning offers for self-evaluation. See UST catalog for more information. The BSW Program Director can provide additional information on the process. Permission from the dean is required to register for Experiential Learning credit: Semester I: SOWK 475T 1/2 course (2 semester credits) SOWK 477T 1 course (4 semester credits) Semester II: SOWK 476T 1/2 course (2 semester credits) SOWK 478T 1 course (4 semester credits) Individual Study - UST / Independent Study - SCU. Individual Study/Independent Study Course Credit in the traditional view is initiated, planned and carried out by the student with minimal direction by the faculty member sponsoring the work. In a tutorial kind of study, the faculty sponsor gives greater assistance in planning and directing the project. Depending upon the type of study, meetings with student range from a few times in the semester to bi-weekly meetings. Guidelines for an Individual Study/Independent Study Project which the student and faculty supervisor must consider are: 1. The subject area and topic of the study; 2. The academic and personal background for the study; 3. Specific objectives of the study; 4. Procedures to be followed; 5. Resources to be used; 6. Types of evaluation. See institution catalogs for more information. The BSW Program Director can provide additional information on the process. Permission from the Dean is required to register for Individual Study/Independent Study credit. 39

41 January Term. The University of St. Thomas sets aside the month of January for January Term. This term provides opportunities for intellectual endeavors that are ordinarily not possible during the regular semesters. Students and faculty have an opportunity to pursue a specialized area in depth or to study at an off-campus site. Global Opportunities in Social Work Education. Through migration, immigration, and political asylum the cultures of the world are now found in every community. Social work is often the major interface for people in transition, helping to solve the complex problems involved in coming to a new country. As an international profession, social workers can learn a lot by living and working in other countries. Study abroad expands cultural and linguistic awareness and develops cross-cultural competencies for professional social work practice. SCU/UST has excellent centers that offer many opportunities for international education during J-Term, semester abroad, and summer seminars. In the School of Social Work, J-Term courses have been taught in Nicaragua, Bahamas, and Australia. Experiential learning in another country enhances the global content in the classes taken on campus, and provides an exciting way to compare and contrast life and professional social work between the USA and other countries. There are also other wonderful opportunities to study abroad with UMAIE and HECUA; other schools of social work offer summer programs to the U.K., Norway, and Germany. Semester in Mexico. To assist in understanding the growing globalized world, the School of Social Work offers a semester in Mexico (spring of junior year) where social work students can study in Cuernavaca, Mexico. In the Mexico Semester abroad program in Cuernavaca, Mexico, SCU/UST is part of a consortium of eight Minnesota social work BSW programs that combine with the Center for Global Education at Augsburg College to provide the spring junior semester studying Spanish and taking required social work courses. Becoming bilingual and competent in working cross-culturally is urgently needed in social work today. This semester long program includes a family home stay, exchange with U of Mexico School of Social Work, intensive Spanish, as well as three required courses in the major (group work, social policy, and field internships). Check with your advisor as soon as possible if you are interested in this global opportunity. Special Majors. Various major fields of study are available to St. Catherine University and University of St. Thomas students through the cooperating colleges. The special major, which involves in-depth study in two or three fields, is intended for the student who wishes to design a program to fulfill special interests and goals. The program of study should include a minimum of twelve courses and a maximum of fifteen courses with at least half of the courses in each field at an advanced level. The special major differs from a double major for which the student meets the complete requirements of two separate fields. Examples of Special Majors are East Asian Studies, Humanities, Social Studies, Art and Dance Therapy, Business and Human Relations, Women's Studies. See the catalog for more specific information on the petition process for a special major. Student Course/Instructor Evaluations. Course evaluations are a vehicle used to garner student opinions and feelings regarding policies and procedures. Evaluations are completed by all students in social work classes at least once a semester (program policy). These evaluations are reviewed by the course instructor and the Dean. Students are not required to identify themselves on the evaluation form. The evaluations are seriously assessed and used in policy formulation and curriculum revisions. 40

42 All faculty are open to informal, on-going feedback to help give input that can modify a course appropriately while it is being offered. The Social Work faculty is also open to input on the teaching methods, evaluation methods, etc., being used. Student Membership in Curriculum Committee. Curriculum committees are responsible to review and monitor curriculum for compliance with accreditation standards and consistency with program mission, program goals, and program competencies. Each curriculum committee has three BSW students selected by faculty to serve for a one-year term. Students can be re-appointed if agreeable to the student and the Committee Chair. Curriculum committees meet at least once per semester. Student Participation in Hiring Social Work Faculty. When faculty positions become available, social work students participate in the hiring process that provides an indirect policy route to the School. Students participate in one of two ways. Candidates for full-time positions are asked to present to a student audience. Students then provide an evaluation of the candidate s teaching style and presentation of content. Students are members of the interview committee and share responsibility for questioning the candidate as to qualifications, teaching experience, motivation, teaching practices, etc. Students then provide faculty with feedback and their impressions of the candidate. Following the interview process, the search committee then makes a recommendation to the administrations for hiring. Professional Employment Assistance. There are a variety of efforts to provide information regarding employment opportunities for the students graduating from the School of Social Work of St. Catherine University and University of St. Thomas. Both institutions maintain Career Services office available to students and graduates. Career Services personnel also attend local and national meetings and seminars on job opportunities, application processes, creating resumes, etc. The social work faculty believes that employment after graduation should receive high priority in program planning and in reaching out to local agencies and/or institutions. We attend to this priority in many ways throughout both junior and senior year. For example junior social work majors collect information on job openings and forward them for posting on the School of Social Work website. The Job Posting link on the School of Social Work website is available for use by all. Senior social work students receive information on the processes of seeking employment. As part of senior seminars, students discuss informational interviews, networking, job interviewing, resumes, and employment-related correspondence. As a field assignment, all students prepare a draft of their resume and seek feedback on how to improve it for a final version. Another excellent source of employment opportunities for our students is through fieldwork agencies. Each year some students are hired by the agencies where they did their fieldwork, both junior and senior placements (10-15%). We believe, and have received agency feedback that our reputation for upholding high standards of performance and education has increased the number of employment opportunities. Announcements of job openings and personal letters of request arrive frequently at both institutions seeking our graduates as prospective employees in social work. Alumni(ae) of our program, who are working as professional social workers, frequently employ our graduates in their agencies/institutions and/or inform our School of openings in the community. 41

43 Confidential Personal Counseling Confidential personal counseling is available to students at St. Catherine University and at the University of St. Thomas. To schedule an appointment at St. Kate s go to Personal Counseling, Derham Hall 330, or call To schedule an appointment at St. Thomas, go to Counseling and Psychological Services, Room 356, Murray Herrick Student Center, or call us at (651) If you or a friend need immediate help, please call Counseling and Psychological Services at (651) If you or a friend are in a crisis situation and experiencing any of the following: unable to stop crying thoughts of hurting yourself or others have not eaten in a few days (not due to illness) have not slept in a few days (not due to illness) unable to go to classes (not due to illness) please call St. Kate s Personal Counseling at or St. Thomas Counseling and Psychological Services at (651) to set up an immediate appointment. Counselors are available for emergencies during office hours. After hours, if you live in a Residence Hall, please contact your RA or Hall Director, who can contact Counseling and Psychological Services if necessary. If you do not live in the Residence Halls, please contact one of the following crisis numbers. These hot lines each have trained professionals staffing the phones who are available 24 hours a day. Crisis Connection (612) Crisis Line for Women's Shelters (612) Life Phases (UST employee hot line) (800) (English) (877) (Spanish) Hennepin County Crisis Intervention Center (612) Rape & Sexual Assault Center (612) Ramsey County Adult Mental Health Crisis Center (651) Regions Hospital Crisis Program (651) Suicide Prevention (612)

44 VIII. Social Work Program Personnel St. Catherine University and the University of St. Thomas BSW Faculty Information Mary Ann Brenden FH 301 SCU Associate Professor B.A., Cornell University; M.S.W., University of Minnesota-Duluth Richa Dhanju FH 204B SCU Assistant Professor B.A., University Of Delhi, India; M.A., Tata Institute, India; M.S.W., Washington University; Ph.D., Texas A&M University. Sarah Ferguson FH 303 SCU BSW Program Director Associate Professor B.A., Drake University; M.A., M.S.W., Ph.D., University of Minnesota Kendra Garrett SCB 320 UST Professor B.A., M.S.W., University of Iowa; Ph.D., The Catholic University of America Katharine Hill SCB 309 UST Assistant Professor B.A., Macalester College; M.P.P., Humphrey Institute, University of Minnesota; M.S.W., University of Minnesota; Ph.D., University of Minnesota Miriam Itzkowitz SCB 213 UST Clinical Faculty B.A., Grinnell College; M.S.W., University of Minnesota Ande Nesmith SCB 305 UST Assistant Professor B.A. Albion College; M.S.W., University of Washington; Ph.D. University of Wisconsin Barbara Shank SCB 203 UST Dean and Professor B.A., Macalester College; M.S.W., Ph.D., University of Minnesota Felicia Washington Sy SCB 316 UST Assistant Professor B.A., College of St. Benedict; M.S.W., University of Minnesota; Ph.D., University of Denver 43

45 Pa Der Vang FH 204B SCU Assistant Professor B.A., University of Wisconsin, Madison; M.S.W., Ph.D., University of Minnesota Carey Winkler SCB 216 UST BSW Field Education Director Clinical Faculty B.S.W., College of St. Catherine; M.S.W., College of St. Catherine/University of St. Thomas Staff Information Lisa Dalsin SCB 222 UST MSW Program Mgr Patrice Engelmann FH 113 SCU Field Information Coordinator Kelly Fox FH 113 SCU Admin Asst Pam Kilpatrick SCB 201 UST Admin Asst Hiyana Xiong SCB 201 UST Admin Asst MSW Faculty George Baboila Director of Social Work Services Interprofessional Center for Counseling and Legal Services B.S., St. John's University; M.S.W., University of Wisconsin Diane Bauer Clinical Faculty B.A., Hamline; M.S.W., University of Minnesota Karen Carlson Distinguished Faculty B.S., St. Cloud State University; M.S., Ph.D., University of Wisconsin Kathy Erb Caron Coordinator of MSW Weekend Field Education Annual Professional Faculty B.A., College of St. Catherine; M.S.W., University of Minnesota 44

46 Mike Chovanec Associate Professor B.A., Cornell University; M.S.W., University of Wisconsin-Milwaukee; Ph.D., University of Minnesota Kari Fletcher Assistant Professor B.A., Gustavus Adolphus College; M.S.W., Widener University School of Social Work; Ph.D., Smith College School of Social Work Mari Ann Graham Associate Professor B.A., M.S.W., University of Nebraska at Omaha; Ph.D., Case Western Reserve University Colin Hollidge Associate Professor B.A., University of Waterloo, ON; M.S.W., Wilfrid Laurier University; Ph.D., Smith College Jane Hurley Johncox Clinical Faculty B.A., College of St. Catherine; M.S.W., College of St. Catherine/University of St. Thomas Stacy Husebo Annual Professional Faculty B.A., University of Minnesota; M.S.W., University of St. Thomas Lisa Kiesel Assistant Professor B.A., Augsburg College; M.S.W., University of Washington, Seattle; Ph.D., University of Minnesota Carol Kuechler MSW Program Director Professor of Social Work B.A., Marquette University; MSW, University of Wisconsin, Milwaukee; Ph.D., University of Minnesota Catherine Marrs Fuschel Assistant Professor B.A., Arizona State University; M.S.W., University of Michigan; Ph.D., Arizona State University Lance Peterson Assistant Professor B.S., Brigham Young University; M.S.W., Brigham Young University; Ph.D., Case Western Reserve University Lisa Richardson Assistant Professor MSW Field Education Director B.A., Marlboro College; M.S.W., Bryn Mawr David Roseborough Associate Professor B.A., Valparaiso University; M.Div., Harvard; M.S.W., College of St. Catherine/University of St. Thomas; Ph.D., University of Minnesota 45

47 Eva Solomonson Clinical Faculty B.A., University of Minnesota; M.S.W., University of Minnesota Jessica Toft Associate Professor B.A., Grinnell College; M.S.W., Ph.D., University of Minnesota IX. Discrimination Position Statements Value Statement/Program Philosophy: The School of Social Work is committed to creating a climate, which supports and encourages the personal and professional development of each student, with particular sensitivity to the diverse needs of students in the program. The overall objective of the social work program is the preparation of students for practice with diverse populations. A major program outcome is to employ an ethnic-sensitive generalist practice with diverse and oppressed populations, including women. The School of Social Work has a strong commitment to these goals both in relation to curriculum development and in relation to the needs of social work students. The School of Social Work is committed to making extensive efforts to address ethnic, racial, cultural, gender and lifestyle diversity issues in each course. Major objectives in each course include: recognizing, respecting, and understanding cultural, racial, ethnic, lifestyle and gender diversity; and understanding the patterns and consequences of discrimination and oppression. In all aspects of its program, the School of Social Work is committed to: understanding the implication of living in a diverse society; developing self-awareness of all actors in the educational program of their own attitudes and prejudices; promoting the role of the social worker in working for social justice and resolving social problems. Problem Definitions: Concerns of the School of Social Work which are addressed in this position statement are based on the following definitions: Racism, Sexism, Ageism, and Other isms: any attitude, action or institutional structure which subordinates a person or group because of an ideological belief in the superiority of some groups over others. The beliefs upon which domination is based may be conscious or unconscious and practices may be expressed overtly or covertly in interactions between individuals or groups. Prejudice: an unfavorable opinion or feeling toward a group or its individual members that is formed beforehand without knowledge, thought or reason. It is a negative attitude that grows out of the above belief system. Stereotyping: one prejudicial attitude that superimposed on the total race, sex, age, religion or other group a generalization about behavioral characteristics. Within the context of racism, stereotyping is negative in order to explain minorities as inferior or defective. Within the context of sexism, negative stereotyping explains females as inferior or defective. The same stereotyping process operates with people who are elderly, disabled, homosexual, of a certain religion, ethnic group, etc. Discrimination: a behavioral response, based on an ideological belief and prejudicial attitude that is unfavorable to members of an out-group. 46

48 Position Statement The School of Social Work does not accept nor condone any ideological beliefs that purport the dominance of one group over another as defined above. The School of Social Work does not condone or accept any Prejudicial Attitudes in regard to any person because of that person s membership in a particular group. Consistent with the School s commitment to diversity and social justice, the development of the selfawareness of all actors in the educational program of their own attitudes and prejudices will be promoted. In relation to Discriminatory Behaviors, more specific procedures and actions will be taken. The School of Social Work fully supports and adheres to the University of St. Thomas and St. Catherine University nondiscrimination policies: The University of St. Thomas does not discriminate on the basis of race, color, creed, religion, ancestry, national origin, sex, affectional preference, disability, age, marital status, or status with regard to public assistance in the employment of faculty or staff, the admission or treatment of students, or in the operation of its educational programs and activities. As permitted by applicable statutes and regulations, the university reserves the right to consider gender as one factor in its undergraduate admissions policy in order to effect a desired balance in the proportionate representation of sexes in the student body. (UST Affirmative Action Statement) The St. Catherine University admits students regardless of race, color, national and ethnic origin, sexual orientation, age, religion, creed, disability, marital status, status with regard to public assistance, membership or activity in state or local commission and sex* to all rights, privileges, programs and activities generally accorded to or made available to students at the school. The University does not discriminate on the basis of race, color, national and ethnic origin, sexual orientation, age, religion, creed, disability, marital status, status with regard to public assistance, membership or activity in state or local commission and sex* in its educational policies, programs and activities. (SCU Statement on Nondiscrimination) * St. Catherine University does not admit men to its baccalaureate programs. The School of Social Work reaffirms its commitment to non-discrimination in the following statement: The School of Social Work conducts all aspects of its educational program without discrimination on the basis of race, color, gender, age, creed, ethnic or national origin, disability, or political or sexual orientation. 47

49 X. Sexual Harassment, Sexual Assault and Sexual Violence Policies & Institutional Contacts St. Catherine University Sexual Harassment Policy St. Catherine University believes that all members of the campus community, on both the St. Paul and Minneapolis campuses, are entitled to an environment which enables them to develop and contribute to their full capacity. When sexual harassment occurs, the standards of the institution are violated and the environment is disrupted. Sexual harassment is prohibited by law and by the institutional standards at St. Catherine University. Sexual harassment committed on property owned or rented by St. Catherine University, by a student, faculty, or staff member against any student, faculty, staff member or visitor is prohibited and shall be considered a violation of this policy. In addition, sexual harassment committed by a student, faculty member or staff member against a member of these groups anywhere other than property owned or rented by St. Catherine's will violate this policy if the alleged conduct adversely and seriously affects the accused's suitability as a member of the college community. Any person violating this policy is subject to disciplinary action up to and including discharge of an employee or expulsion of a student. Incidents of sexual harassment may also violate state or federal law. An individual who believes that she/he has been sexually harassed may pursue legal action in addition to filing an internal complaint with the University. Retaliation against an individual who brings a complaint or participates in an investigation of sexual harassment, or pursues legal action, is prohibited and will not be tolerated. Sexual Assault and Sexual Violence Policy St. Catherine University, including both the St. Paul and Minneapolis campuses, does not tolerate sexual assault or sexual violence. Sexual assault in any form, including acquaintance or date rape, is unacceptable. Sexual assault is a violation of the standards of the University community and may be a criminal act under the laws of the State of Minnesota. Sexual assault and sexual violence committed on property owned or rented by St. Catherine University by a student, faculty or staff member against any student, faculty or staff member is prohibited and shall be considered to be a violation of this policy. In addition, sexual assault or sexual violence committed by a student, faculty or staff member against a student, faculty or staff member anywhere other than on property owned or rented by St. Catherine's will violate this policy if the alleged conduct adversely and seriously affects the accused's suitability as a member of the University community. Sexual assault and sexual violence may be violations of State law. St. Catherine University encourages individuals who believe they have been victims of sexual assault or sexual violence to pursue criminal action against the alleged perpetrator. An individual may pursue criminal action and an internal college complaint concurrently. Retaliation against an individual who brings a complaint or participates in an investigation of sexual assault or sexual violence or pursues legal action is prohibited and will not be tolerated. SCU 24-hour Emergency To read the full policy, visit University of St Thomas Sexual Harassment Policy Statement The University of St. Thomas is committed to maintaining the high standards of respect and civility that are both implicit and explicit in its conviction statement. This commitment extends to creating and maintaining a working and learning environment that is free of sexual harassment and that promotes personal dignity and equitable treatment of all members of the University community. Sexual harassment is a breach of that commitment, as well as a form of misconduct that may compromise the integrity of human relationships, can affect employee morale and performance, and can threaten the sense of security and well-being of all individuals. Sexual harassment can undermine the atmosphere of trust and respect that is essential to creating and maintaining a healthy working and learning environment. In recognition of this, the university has adopted a policy designed to investigate and resolve such claims in a direct and thorough manner while respecting the rights of all parties involved. 48

50 Applicability and Sanctions. This policy applies to all applicants for employment, employees, student employees, and students in both on and off-campus University-sponsored activities. In determining whether the alleged conduct constitutes sexual harassment, the University shall consider the record as a whole and the totality of circumstances, including the nature of the incident and the context in which the alleged incident(s) occurred. Sexually harassing conduct often involves a pattern of offensive behavior, although a single instance of physically threatening or otherwise sexually aggressive or abusive behavior can constitute sexual harassment. Individuals determined to have violated this policy shall be sanctioned, which could include termination or expulsion. The University also prohibits acts of sexual violence. Employees and students who believe they have been victims of sexual violence are urged to consult the University s Sexual Violence Policy. Sexual Violence Policy and Resolution Processes Policy Statement. The University of St. Thomas is committed to maintaining high standards of respect and civility that are both implicit and explicit in its convictions statement. This commitment extends to creating and maintaining a learning environment that is free of sexual violence and that promotes personal dignity and fair treatment of all members of the University community. Sexual violence is a serious breach of that commitment as well as a form of gross misconduct that compromises the integrity of human relationships and threatens the security and well being of all individuals. Not only is sexual violence unlawful but it also undermines the atmosphere of trust and respect that is essential to creating a healthy working and learning environment. In recognition of this, the University has adopted a policy that is designed to investigate and resolve such claims in a direct and thorough manner while respecting the rights of all parties involved. Applicability and Sanctions. This policy applies to all students and employees. Students include all persons taking courses at the University, either full-or part-time, whether non-degree or degree seeking, pursuing undergraduate, graduate, or professional studies. This also includes persons who withdraw after allegedly violating the Student Code of Conduct who are not officially enrolled for a particular term but intends to return to the University. Also, if a complaint has been filed regarding a student who has been notified of his/her acceptance for admissions, the University in its sole discretion may apply this policy. This policy also will apply to persons who are living in University housing, whether or not they are currently enrolled in this institution. In determining whether the alleged conduct constitutes sexual violence, the University shall consider the record as a whole and the totality of circumstances, including the nature of the incident and the context in which the alleged incident(s) occurred. Individuals determined to have violated this policy shall be sanctioned and subject to a range of disciplinary measures up to and including termination and expulsion. UST 24-hour Emergency To read the full policy, visit Off Campus Confidential Reporting Places to report sexual violence off-campus: Police: 911 RAINN (Rape, Assault, and Incest National Network; HOPE - 24 hour hotline; free and confidential Sexual Offense Services; St. Paul, MN; hour hotline - free and confidential Sexual Violence Center, Minneapolis, MN; hour hotline - free and confidential 49

51 United Hospital Emergency Room, St. Paul; SANE (Sexual Assault Nurse Expert) Program connects directly to the Emergency Room If you are a crime victim or witness and you believe your rights have been violated, call: Office of Crime Victims Ombudsman Toll-Free or your local victim assistance program For financial assistance, crime victims may contact: Minnesota Crime Victims Reparations Board 1821 University Ave., Suite N465 St. Paul, MN, 55104, XI. Miscellaneous IRB (Institutional Review Board for the Protection of Human Research Subjects) The mission of the IRB at the University of St. Thomas and St. Catherine University is to assist faculty, staff, and student researchers in meeting the highest ethical and professional standards for the use of human subjects in scientific research. Research involving human subjects may not begin prior to IRB review and approval. Student researchers are advised to consult with a faculty advisor and secure the needed forms and other information from the IRB Web site (SCU students: or UST students: early in the research planning process. Policies Concerning the Implementation of the Family Educational Rights and Privacy Act of 1974 as Amended: A. Written Institutional Policy The university presents, in this document, it s policies and procedures covering privacy rights of students. The document will be revised as circumstances warrant. It is available to students and other interested parties in the School of Social Work office. B. Annually the university will inform students of their rights in the weekly Bulletin and the BSW student handbook. 1. Written notice will cover the rights of students to: a) inspect and review information in their educational records; b) challenge the contents of their educational records; c) request a hearing if they consider the outcome of the challenge unsatisfactory; d) submit an explanatory statement for inclusion in the educational record if they consider the outcome of the hearing unsatisfactory; e) prevent disclosure of personally identifiable information with the exceptions explained in #2 below; f) secure a copy of the institutional policy; g) file complaints with the US Department of Education concerning alleged failures to comply with the Privacy Act. 2. Directory information categories that will be released to the public, unless the student specifically excludes certain categories, are: student name, address, telephone number, class year, current schedule of classes, major field of study, dates of attendance, degrees and awards, current membership in clubs or and other colleges attended, and parents names and address. To withhold certain categories of directory information from the public, the student must fill out the form available from the BSW office within one week from the beginning of the fall semester, or the semester in which the student enters. These requests are to be filled out annually and will remain in effect until the first day of the following fall semester. 50

52 C. Students Access to Their Educational Records 1. Students and former students have the right to review their educational records. They should fill out a request for inspection and designate the educational records to be inspected. The official in charge of the records will set a time for this review, normally within a week but within a maximum of 45 days as required by the Act, and will provide an explanation of any items on request. 2. A student has the right to a copy of an educational record provided: a) it is an original record (e.g., copies of records from high school or other colleges must be obtained from the original source); b) the university has not put a hold on the release of his or her records for reasons published in the university catalog or weekly Bulletin (e.g., balance owing on account); and c) a reasonable charge established by the university to cover the costs of reproducing documents is paid. 3. A student may not inspect: a) financial information submitted by parents; b) confidential letters of recommendation placed in the file prior to January 1, 1975; c) confidential letters or recommendations to which the student has waived rights of inspection as explained below; d) private records of instructors, counselors or administrators kept for their own use; e) alumni records that contain only directory information and information collected after the student has left the university; or medical, psychiatric, psychological or similar records. 4. Location of educational records: a) Bachelor of Social Work admission and academic records -- Registrar's Office b) Master of Social Work records -- SSW Office c) Financial and business matters -- Business Office, Controller s Office d) Financial aid -- Financial Aid Office e) Student medical/health records -- Health Services D. Release of Personally Identifiable Information from Educational Records 1. Personally identifiable information from a student s educational records with the exceptions noted in Section D, items b, c, d below will be disclosed only if the student submits a written request that indicates the records to be released, the party or the class of parties to whom disclosures may be made, and the purpose of the disclosure where this is pertinent. The requests must be signed and dated by the student. Personally Identifiable Information includes but is not limited to: a) the student s name b) the name of the student s parents or other family members c) the address of the student or the student s family d) a personal identifier such as the student s social security number or student number e) a list of personal characteristics that would make the student s identity easily traceable f) other information that would make the students identity easily traceable The most frequent request is for a transcript of the individual s academic records of courses and grades to be sent to a designated party. For a student who is on campus, a request for transcript form is used. Written requests received by mail and signed by students or former students are also accepted. Telephone requests are not accepted. The student designates whether the transcript is to be mailed or picked up personally. The other common request is for a letter of recommendation. If a student asks a person, whether or not associated with the university, to send a letter of recommendation directly to a designated party, the university is not involved in the transaction. If a student requests that a letter of recommendation be kept in his/her file and sent out by the university, the request must indicate the person or classes of persons and the purpose for which it should be sent. 2. The university must disclose educational records without a student s written consent to: a) authorized representatives of the following for audit and evaluation of federal and state supported programs: Comptroller General of the United States; Secretary of Education; director of the National Institute of Education; state educational authorities 51

53 b) State and local officials to whom disclosure is required by state statute adopted prior to November 19, c) Veterans Education and Employment Assistance Act of 1976 provides for review of education records as follows: Records and accounts of education institutions pertaining to any veteran or eligible person as well as the records of other non-veteran students that are determined by VA to be necessary to determine Institutional compliance with the requirements of law must be available for examination by duly authorized representatives of the government. The records that may be examined include financial records (including accounts receivable ledgers), the school s basic records (not just consolidated office records or file copies), classroom roll books, financial aid records, progress records, enrollment agreements/applications and employment placement records. 3. The university will disclose education records without written consent of students to the following: a) personnel within the university who maintain educational records and those with a legitimate educational interest, including faculty or staff who deal with the student or carryout educational studies, and employees designated by them to assist in these tasks; b) officials of other colleges or universities in which the student seeks to enroll, with a notice of the disclosure being sent to the student s last known address; c) organizations conduction studies approved by the university having educational value or concerning financial aid, provided the university receives written assurance that no personally identifiable information will be disclosed; d) accrediting organizations approved by the university carrying out their accrediting functions; e) parents of students as identified on the university verification form; except that students will be given an opportunity to fill out a form stating that they do not consider themselves dependent according to the IRS code of 1954 (section 152), in which case education records will not be disclosed to the parents. A notice will be placed in the weekly Bulletin at the beginning of each semester restating this policy and giving students until a specified date to fill out their declaration of financial independence; f) persons in compliance with a judicial order or a lawfully issued subpoena, with a notice of the disclosure being sent to the last known address of the student; g) persons in an emergency if, in the judgment of an official in charge of the records, knowledge of the information is considered necessary to protect the health or safety of the student or other person. 4. Directory information will be released to the public without written consent of the students. Directory information was defined in Section b #2. Students may refuse disclosure of one or more categories of the directory information by filling out the appropriate form within one week after beginning of the fall semester of each academic year (or the semester in which the student is admitted). Students may not pick the individual items to be withheld or released but may chose the category to which the item belongs. 5. When personally identifiable information other than directory information is released, a notice will be given that the recipients are not permitted to disclose the information to unauthorized persons without the written consent of the student. University personnel will be informed annually of this restriction and their other responsibilities under this Act so that individual notices will not be required. E. Records of Request and Disclosure Although not required by the Act, the university will keep a record of requests by students for release of transcripts of their academic records. A record of disclosures made under Section D #2 above will be kept and also disclosures and Section D #3b, e, f, and g. Where studies having education value involve a large group, a record of the group concerned will be kept but not individual notices: e.g., the University of Minnesota requests GPR of all Minnesota students to study the validity of the PSAT tests. Telephone requests for non-directory information are not granted and no record is kept. 52

54 F. Challenge of Content of Educational Records 7. If a student considers and information in his/her records to be inaccurate, misleading or in violation of his or her privacy rights, the student should discuss the matter with the official in charge of maintaining these records. That person will check the information in question and correct any inaccurate or improper information. 8. Normally this verification will be done within 30 days unless the process involves communication with other persons or institutions and there is a delay in receiving a response. The student will be notified in writing of the result of any changes made to the records. If the requests are not granted in full, the student will be informed of his or her right to a formal hearing. 9. A student who is not satisfied may appeal to the director of the program. 10. The student will be informed that if the decision of the Grievance Committee is unsatisfactory, he/she may place in the record a statement giving any reasons for disagreeing with the decision. This statement will remain as a part of the record and will be included in any disclosure of the record. G. Complaints. If a student has questions on provisions of the Privacy Act or thinks that the university has failed to comply with the Act, he/she should discuss the matter with the director of the program. If not satisfied, the student has the right to file a complaint with the Family Education Rights and Privacy Act Office (FERPA). XII. Appendix Preamble Code of Ethics of the National Association of Social Workers Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. Clients is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals needs and social problems. The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession s history, are the foundation of social work s unique purpose and perspective: service social justice 53

55 dignity and worth of the person importance of human relationships integrity competence This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience. Purpose of the NASW Code of Ethics Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers conduct. The Code is relevant to all social workers and social work students, regardless of their professional functions, the settings in which they work, or the populations they serve. The NASW Code of Ethics serves six purposes: 1. The Code identifies core values on which social work s mission is based. 2. The Code summarizes broad ethical principles that reflect the profession s core values and establishes a set of specific ethical standards that should be used to guide social work practice. 3. The Code is designed to help social workers identify relevant considerations when professional obligations conflict or ethical uncertainties arise. 4. The Code provides ethical standards to which the general public can hold the social work profession accountable. 5. The Code socializes practitioners new to the field to social work s mission, values, ethical principles, and ethical standards. 6. The Code articulates standards that the social work profession itself can use to assess whether social workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints filed against its members. * In subscribing to this Code, social workers are required to cooperate in its implementation, participate in NASW adjudication proceedings, and abide by any NASW disciplinary rulings or sanctions based on it. The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations. Specific applications of the Code must take into account the context in which it is being considered and the possibility of conflicts among the Code s values, principles, and standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional. Further, the NASW Code of Ethics does not specify which values, principles, and standards are most important and ought to outweigh others in instances when they conflict. Reasonable differences of opinion can and do exist among social workers with respect to the ways in which values, ethical principles, and ethical standards should be rank ordered when they conflict. Ethical decision making in a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be judged in a peer review process where the ethical standards of the profession would be applied. Ethical decision-making is a process. There are many instances in social work where simple answers are not available to resolve complex ethical issues. Social workers should take into consideration all the values, principles, and standards in this Code that are relevant to any situation in which ethical judgment is warranted. Social workers decisions and actions should be consistent with the spirit as well as the letter of this Code. 54

56 In addition to this Code, there are many other sources of information about ethical thinking that may be useful. Social workers should consider ethical theory and principles generally, social work theory and research, laws, regulations, agency policies, and other relevant codes of ethics, recognizing that among codes of ethics social workers should consider the NASW Code of Ethics as their primary source. Social workers also should be aware of the impact on ethical decision making of their clients and their own personal values and cultural and religious beliefs and practices. They should be aware of any conflicts between personal and professional values and deal with them responsibly. For additional guidance social workers should consult the relevant literature on professional ethics and ethical decision-making and seek appropriate consultation when faced with ethical dilemmas. This may involve consultation with an agency based or social work organization s ethics committee, a regulatory body, knowledgeable colleagues, supervisors, or legal counsel. Instances may arise when social workers ethical obligations conflict with agency policies or relevant laws or regulations. When such conflicts occur, social workers must make a responsible effort to resolve the conflict in a manner that is consistent with the values, principles, and standards expressed in this Code. If a reasonable resolution of the conflict does not appear possible, social workers should seek proper consultation before making a decision. The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies (such as licensing and regulatory boards, professional liability insurance providers, courts of law, agency boards of directors, government agencies, and other professional groups) that choose to adopt it or use it as a frame of reference. Violation of standards in this Code does not automatically imply legal liability or violation of the law. Such determination can only be made in the context of legal and judicial proceedings. Alleged violations of the Code would be subject to a peer review process. Such processes are generally separate from legal or administrative procedures and insulated from legal review or proceedings to allow the profession to counsel and discipline its own members. A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or disputes or capture the richness and complexity involved in striving to make responsible choices within a moral community. Rather, a code of ethics sets forth values, ethical principles, and ethical standards to which professionals aspire and by which their actions can be judged. Social workers ethical behavior should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics reflects the commitment of all social workers to uphold the profession s values and to act ethically. Principles and standards must be applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments. Ethical Principles The following broad ethical principles are based on social work s core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. These principles set forth ideals to which all social workers should aspire. Value: Service Ethical Principle: Social workers primary goal is to help people in need and to address social problems. Social workers elevate service to others above self-interest. Social workers draw on their knowledge, values, and skills to help people in need and to address social problems. Social workers are encouraged to volunteer some portion of their professional skills with no expectation of significant financial return (pro bono service). Value: Social Justice Ethical Principle: Social workers challenge social injustice. Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. Social workers social change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote 55

57 sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people. Value: Dignity and Worth of the Person Ethical Principle: Social workers respect the inherent dignity and worth of the person. Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients socially responsible self-determination. Social workers seek to enhance clients capacity and opportunity to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients interests and the broader society s interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession. Value: Importance of Human Relationships Ethical Principle: Social workers recognize the central importance of human relationships. Social workers understand that relationships between and among people are an important vehicle for change. Social workers engage people as partners in the helping process. Social workers seek to strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance the wellbeing of individuals, families, social groups, organizations, and communities. Value: Integrity Ethical Principle: Social workers behave in a trustworthy manner. Social workers are continually aware of the profession s mission, values, ethical principles, and ethical standards and practice in a manner consistent with them. Social workers act honestly and responsibly and promote ethical practices on the part of the organizations with which they are affiliated. Value: Competence Ethical Principle: Social workers practice within their areas of competence and develop and enhance their professional expertise. Social workers continually strive to increase their professional knowledge and skills and to apply them in practice. Social workers should aspire to contribute to the knowledge base of the profession. Ethical Standards The following ethical standards are relevant to the professional activities of all social workers. These standards concern (1) social workers ethical responsibilities to clients, (2) social workers ethical responsibilities to colleagues, (3) social workers ethical responsibilities in practice settings, (4) social workers ethical responsibilities as professionals, (5) social workers ethical responsibilities to the social work profession, and (6) social workers ethical responsibilities to the broader society. Some of the standards that follow are enforceable guidelines for professional conduct, and some are aspirational. The extent to which each standard is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical standards. 56

58 1. SOCIAL WORKERS ETHICAL RESPONSIBILITIES TO CLIENTS 1.01 Commitment to Clients Social workers primary responsibility is to promote the wellbeing of clients. In general, clients interests are primary. However, social workers responsibility to the larger society or specific legal obligations may on limited occasions supersede the loyalty owed clients, and clients should be so advised. (Examples include when a social worker is required by law to report that a client has abused a child or has threatened to harm self or others.) 1.02 Self-Determination Social workers respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals. Social workers may limit clients right to self-determination when, in the social workers professional judgment, clients actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others Informed Consent (a) Social workers should provide services to clients only in the context of a professional relationship based, when appropriate, on valid informed consent. Social workers should use clear and understandable language to inform clients of the purpose of the services, risks related to the services, limits to services because of the requirements of a third party payer, relevant costs, reasonable alternatives, clients right to refuse or withdraw consent, and the time frame covered by the consent. Social workers should provide clients with an opportunity to ask questions. (b) In instances when clients are not literate or have difficulty understanding the primary language used in the practice setting, social workers should take steps to ensure clients comprehension. This may include providing clients with a detailed verbal explanation or arranging for a qualified interpreter or translator whenever possible. (c) In instances when clients lack the capacity to provide informed consent, social workers should protect clients interests by seeking permission from an appropriate third party, informing clients consistent with the clients level of understanding. In such instances social workers should seek to ensure that the third party acts in a manner consistent with clients wishes and interests. Social workers should take reasonable steps to enhance such clients ability to give informed consent. (d) In instances when clients are receiving services involuntarily, social workers should provide information about the nature and extent of services and about the extent of clients right to refuse service. (e) Social workers who provide services via electronic media (such as computer, telephone, radio, and television) should inform recipients of the limitations and risks associated with such services. (f) Social workers should obtain clients informed consent before audio taping or videotaping clients or permitting observation of services to clients by a third party Competence (a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience. (b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, consultation, and supervision from people who are competent in those interventions or techniques. 57

59 (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 Cultural Competence and Social Diversity (a) Social workers should understand culture and its function in human behavior and society, recognizing the strengths that exist in all cultures. (b) Social workers should have a knowledge base of their clients cultures and be able to demonstrate competence in the provision of services that are sensitive to clients cultures and to differences among people and cultural groups. (c) Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability Conflicts of Interest (a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional discretion and impartial judgment. Social workers should inform clients when a real or potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes the clients interests primary and protects clients interests to the greatest extent possible. In some cases, protecting clients interests may require termination of the professional relationship with proper referral of the client. (b) Social workers should not take unfair advantage of any professional relationship or exploit others to further their personal, religious, political, or business interests. (c) Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients in more than one relationship, whether professional, social, or business. Dual or multiple relationships can occur simultaneously or consecutively.) (d) When social workers provide services to two or more people who have a relationship with each other (for example, couples, family members), social workers should clarify with all parties which individuals will be considered clients and the nature of social workers professional obligations to the various individuals who are receiving services. Social workers who anticipate a conflict of interest among the individuals receiving services or who anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked to testify in a child custody dispute or divorce proceedings involving clients) should clarify their role with the parties involved and take appropriate action to minimize any conflict of interest Privacy and Confidentiality (a) Social workers should respect clients right to privacy. Social workers should not solicit private information from clients unless it is essential to providing services or conducting social work evaluation or research. Once private information is shared, standards of confidentiality apply. (b) Social workers may disclose confidential information when appropriate with valid consent from a client or a person legally authorized to consent on behalf of a client. 58

60 (c) Social workers should protect the confidentiality of all information obtained in the course of professional service, except for compelling professional reasons. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or other identifiable person. In all instances, social workers should disclose the least amount of confidential information necessary to achieve the desired purpose; only information that is directly relevant to the purpose for which the disclosure is made should be revealed. (d) Social workers should inform clients, to the extent possible, about the disclosure of confidential information and the potential consequences, when feasible before the disclosure is made. This applies whether social workers disclose confidential information on the basis of a legal requirement or client consent. (e) Social workers should discuss with clients and other interested parties the nature of confidentiality and limitations of clients right to confidentiality. Social workers should review with clients circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. This discussion should occur as soon as possible in the social worker/client relationship and as needed throughout the course of the relationship. (f) When social workers provide counseling services to families, couples, or groups, social workers should seek agreement among the parties involved concerning each individual s right to confidentiality and obligation to preserve the confidentiality of information shared by others. Social workers should inform participants in family, couples, or group counseling that social workers cannot guarantee that all participants will honor such agreements. (g) Social workers should inform clients involved in family, couples, marital, or group counseling of the social worker s, employer s, and agency s policy concerning the social worker s disclosure of confidential information among the parties involved in the counseling. (h) Social workers should not disclose confidential information to third-party payers unless clients have authorized such disclosure. (i) Social workers should not discuss confidential information in any setting unless privacy can be ensured. Social workers should not discuss confidential information in public or semipublic areas such as hallways, waiting rooms, elevators, and restaurants. (j) Social workers should protect the confidentiality of clients during legal proceedings to the extent permitted by law. When a court of law or other legally authorized body orders social workers to disclose confidential or privileged information without a client s consent and such disclosure could cause harm to the client, social workers should request that the court withdraw the order or limit the order as narrowly as possible or maintain the records under seal, unavailable for public inspection. (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. 59

61 (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 Access to Records (a) Social workers should provide clients with reasonable access to records concerning the clients. Social workers who are concerned that clients access to their records could cause serious misunderstanding or harm to the client should provide assistance in interpreting the records and consultation with the client regarding the records. Social workers should limit clients access to their records, or portions of their records, only in exceptional circumstances when there is compelling evidence that such access would cause serious harm to the client. Both clients requests and the rationale for withholding some or all of the record should be documented in clients files. (b) When providing clients with access to their records, social workers should take steps to protect the confidentiality of other individuals identified or discussed in such records Sexual Relationships (a) Social workers should under no circumstances engage in sexual activities or sexual contact with current clients, whether such contact is consensual or forced. (b) Social workers should not engage in sexual activities or sexual contact with clients relatives or other individuals with whom clients maintain a close personal relationship when there is a risk of exploitation or potential harm to the client. Sexual activity or sexual contact with clients relatives or other individuals with whom clients maintain a personal relationship has the potential to be harmful to the client and may make it difficult for the social worker and client to maintain appropriate professional boundaries. Social workers not their clients, their clients relatives, or other individuals with whom the client maintains a personal relationship assume the full burden for setting clear, appropriate, and culturally sensitive boundaries. (c) Social workers should not engage in sexual activities or sexual contact with former clients because of the potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that an exception to this prohibition is warranted because of extraordinary circumstances, it is social workers not their clients who assume the full burden of demonstrating that the former client has not been exploited, coerced, or manipulated, intentionally or unintentionally. (d) Social workers should not provide clinical services to individuals with whom they have had a prior sexual relationship. Providing clinical services to a former sexual partner has the potential to be harmful to the individual and is likely to make it difficult for the social worker and individual to maintain appropriate professional boundaries. 60

62 1.10 Physical Contact Social workers should not engage in physical contact with clients when there is a possibility of psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social workers who engage in appropriate physical contact with clients are responsible for setting clear, appropriate, and culturally sensitive boundaries that govern such physical contact 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 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 Payment for Services (a) When setting fees, social workers should ensure that the fees are fair, reasonable, and commensurate with the services performed. Consideration should be given to clients ability to pay. (b) Social workers should avoid accepting goods or services from clients as payment for professional services. Bartering arrangements, particularly involving services, create the potential for conflicts of interest, exploitation, and inappropriate boundaries in social workers relationships with clients. Social workers should explore and may participate in bartering only in very limited circumstances when it can be demonstrated that such arrangements are an accepted practice among professionals in the local community, considered to be essential for the provision of services, negotiated without coercion, and entered into at the client s initiative and with the client s informed consent. Social workers who accept goods or services from clients as payment for professional services assume the full burden of demonstrating that this arrangement will not be detrimental to the client or the professional relationship. (c) Social workers should not solicit a private fee or other remuneration for providing services to clients who are entitled to such available services through the social workers employer or agency 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 Interruption of Services Social workers should make reasonable efforts to ensure continuity of services in the event that services are interrupted by factors such as unavailability, relocation, illness, disability, or death 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 61

63 adverse effects. Social workers should assist in making appropriate arrangements for continuation of services when necessary. (c) Social workers in fee-for-service settings may terminate services to clients who are not paying an overdue balance if the financial contractual arrangements have been made clear to the client, if the client does not pose an imminent danger to self or others, and if the clinical and other consequences of the current nonpayment have been addressed and discussed with the client. (d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with a client. (e) Social workers who anticipate the termination or interruption of services to clients should notify clients promptly and seek the transfer, referral, or continuation of services in relation to the clients needs and preferences. (f) Social workers who are leaving an employment setting should inform clients of appropriate options for the continuation of services and of the benefits and risks of the options. 2. SOCIAL WORKERS ETHICAL RESPONSIBILITIES TO COLLEAGUES 2.01 Respect (a) Social workers should treat colleagues with respect and should represent accurately and fairly the qualifications, views, and obligations of colleagues. (b) Social workers should avoid unwarranted negative criticism of colleagues in communications with clients or with other professionals. Unwarranted negative criticism may include demeaning comments that refer to colleagues level of competence or to individuals attributes such as race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability. (c) Social workers should cooperate with social work colleagues and with colleagues of other professions when such cooperation serves the wellbeing of clients Confidentiality Social workers should respect confidential information shared by colleagues in the course of their professional relationships and transactions. Social workers should ensure that such colleagues understand social workers obligation to respect confidentiality and any exceptions related to it Interdisciplinary Collaboration (a) Social workers who are members of an interdisciplinary team should participate in and contribute to decisions that affect the wellbeing of clients by drawing on the perspectives, values, and experiences of the social work profession. Professional and ethical obligations of the interdisciplinary team as a whole and of its individual members should be clearly established. (b) Social workers for whom a team decision raises ethical concerns should attempt to resolve the disagreement through appropriate channels. If the disagreement cannot be resolved, social workers should pursue other avenues to address their concerns consistent with client wellbeing. 62

64 2.04 Disputes Involving Colleagues (a) Social workers should not take advantage of a dispute between a colleague and an employer to obtain a position or otherwise advance the social workers own interests. (b) Social workers should not exploit clients in disputes with colleagues or engage clients in any inappropriate discussion of conflicts between social workers and their colleagues Consultation (a) Social workers should seek the advice and counsel of colleagues whenever such consultation is in the best interests of clients. (b) Social workers should keep themselves informed about colleagues areas of expertise and competencies. Social workers should seek consultation only from colleagues who have demonstrated knowledge, expertise, and competence related to the subject of the consultation. (c) When consulting with colleagues about clients, social workers should disclose the least amount of information necessary to achieve the purposes of the consultation Referral for Services (a) Social workers should refer clients to other professionals when the other professionals specialized knowledge or expertise is needed to serve clients fully or when social workers believe that they are not being effective or making reasonable progress with clients and that additional service is required. (b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an orderly transfer of responsibility. Social workers who refer clients to other professionals should disclose, with clients consent, all pertinent information to the new service providers. (c) Social workers are prohibited from giving or receiving payment for a referral when no professional service is provided by the referring social worker 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. (a) b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential for a conflict of interest. Social workers who become involved in, or anticipate becoming involved in, a sexual relationship with a colleague have a duty to transfer professional responsibilities, when necessary, to avoid a conflict of interest Sexual Harassment Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature Impairment of Colleagues (a) Social workers who have direct knowledge of a social work colleague s impairment that is due to personal problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes 63

65 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 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 Unethical Conduct of Colleagues (a) Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues. (b) Social workers should be knowledgeable about established policies and procedures for handling concerns about colleagues unethical behavior. Social workers should be familiar with national, state, and local procedures for handling ethics complaints. These include policies and procedures created by NASW, licensing and regulatory bodies, employers, agencies, and other professional organizations. (c) Social workers who believe that a colleague has acted unethically should seek resolution by discussing their concerns with the colleague when feasible and when such discussion is likely to be productive. (d) When necessary, social workers who believe that a colleague has acted unethically should take action through appropriate formal channels (such as contacting a state licensing board or regulatory body, an NASW committee on inquiry, or other professional ethics committees). (e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct. 3. SOCIAL WORKERS ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS 3.01 Supervision and Consultation (a) Social workers who provide supervision or consultation should have the necessary knowledge and skill to supervise or consult appropriately and should do so only within their areas of knowledge and competence. (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. 64

66 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 Performance Evaluation Social workers who have responsibility for evaluating the performance of others should fulfill such responsibility in a fair and considerate manner and on the basis of clearly stated criteria Client Records (a) Social workers should take reasonable steps to ensure that documentation in records is accurate and reflects the services provided. (b) Social workers should include sufficient and timely documentation in records to facilitate the delivery of services and to ensure continuity of services provided to clients in the future. (c) Social workers documentation should protect clients privacy to the extent that is possible and appropriate and should include only information that is directly relevant to the delivery of services. (d) Social workers should store records following the termination of services to ensure reasonable future access. Records should be maintained for the number of years required by state statutes or relevant contracts Billing Social workers should establish and maintain billing practices that accurately reflect the nature and extent of services provided and that identify who provided the service in the practice setting Client Transfer (a) When an individual who is receiving services from another agency or colleague contacts a social worker for services, the social worker should carefully consider the client s needs before agreeing to provide services. To minimize possible confusion and conflict, social workers should discuss with potential clients the nature of the clients current relationship with other service providers and the implications, including possible benefits or risks, of entering into a relationship with a new service provider. (b) If a new client has been served by another agency or colleague, social workers should discuss with the client whether consultation with the previous service provider is in the client s best interest. 65

67 3.07 Administration (a) Social work administrators should advocate within and outside their agencies for adequate resources to meet clients needs. (b) Social workers should advocate for resource allocation procedures that are open and fair. When not all clients needs can be met, an allocation procedure should be developed that is nondiscriminatory and based on appropriate and consistently applied principles. (c) Social workers who are administrators should take reasonable steps to ensure that adequate agency or organizational resources are available to provide appropriate staff supervision. (d) Social work administrators should take reasonable steps to ensure that the working environment for which they are responsible is consistent with and encourages compliance with the NASW Code of Ethics. Social work administrators should take reasonable steps to eliminate any conditions in their organizations that violate, interfere with, or discourage compliance with the Code Continuing Education and Staff Development Social work administrators and supervisors should take reasonable steps to provide or arrange for continuing education and staff development for all staff for whom they are responsible. Continuing education and staff development should address current knowledge and emerging developments related to social work practice and ethics Commitments to Employers (a) Social workers generally should adhere to commitments made to employers and employing organizations. (b) Social workers should work to improve employing agencies policies and procedures and the efficiency and effectiveness of their services. (c) Social workers should take reasonable steps to ensure that employers are aware of social workers ethical obligations as set forth in the NASW Code of Ethics and of the implications of those obligations for social work practice. (d) Social workers should not allow an employing organization s policies, procedures, regulations, or administrative orders to interfere with their ethical practice of social work. Social workers should take reasonable steps to ensure that their employing organizations practices are consistent with the NASW Code of Ethics. (e) Social workers should act to prevent and eliminate discrimination in the employing organization s work assignments and in its employment policies and practices. (f) Social workers should accept employment or arrange student field placements only in organizations that exercise fair personnel practices. (g) Social workers should be diligent stewards of the resources of their employing organizations, wisely conserving funds where appropriate and never misappropriating funds or using them for unintended purposes 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. 66

68 (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 should routinely review the professional literature and participate in continuing education relevant to social work practice and social work ethics. (c) Social workers should base practice on recognized knowledge, including empirically based knowledge, relevant to social work and social work ethics Discrimination Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability Private Conduct Social workers should not permit their private conduct to interfere with their ability to fulfill their professional responsibilities Dishonesty, Fraud, and Deception Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception Impairment (a) Social workers should not allow their own personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the best interests of people for whom they have a professional responsibility. (b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties interfere with their professional judgment and performance should immediately seek consultation and take appropriate remedial action by seeking professional help, making adjustments in workload, terminating practice, or taking any other steps necessary to protect clients and others. 67

69 4.06 Misrepresentation (a) Social workers should make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the social work profession, a professional social work organization, or the social worker s employing agency. (b) Social workers who speak on behalf of professional social work organizations should accurately represent the official and authorized positions of the organizations. (c) Social workers should ensure that their representations to clients, agencies, and the public of professional qualifications, credentials, education, competence, affiliations, services provided, or results to be achieved are accurate. Social workers should claim only those relevant professional credentials they actually possess and take steps to correct any inaccuracies or misrepresentations of their credentials by others Solicitations (a) Social workers should not engage in uninvited solicitation of potential clients who, because of their circumstances, are vulnerable to undue influence, manipulation, or coercion. (b) Social workers should not engage in solicitation of testimonial endorsements (including solicitation of consent to use a client s prior statement as a testimonial endorsement) from current clients or from other people who, because of their particular circumstances, are vulnerable to undue influence Acknowledging Credit (a) Social workers should take responsibility and credit, including authorship credit, only for work they have actually performed and to which they have contributed. (b) Social workers should honestly acknowledge the work of and the contributions made by others. 5. SOCIAL WORKERS ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION 5.01 Integrity of the Profession (a) Social workers should work toward the maintenance and promotion of high standards of practice. (b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession. Social workers should protect, enhance, and improve the integrity of the profession through appropriate study and research, active discussion, and responsible criticism of the profession. (c) Social workers should contribute time and professional expertise to activities that promote respect for the value, integrity, and competence of the social work profession. These activities may include teaching, research, consultation, service, legislative testimony, presentations in the community, and participation in their professional organizations. (d) Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics. Social workers should seek to contribute to the profession s literature and to share their knowledge at professional meetings and conferences. (e) Social workers should act to prevent the unauthorized and unqualified practice of social work. 68

70 5.02 Evaluation and Research (a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions. (b) Social workers should promote and facilitate evaluation and research to contribute to the development of knowledge. (c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice. (d) Social workers engaged in evaluation or research should carefully consider possible consequences and should follow guidelines developed for the protection of evaluation and research participants. Appropriate institutional review boards should be consulted. (e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate; without undue inducement to participate; and with due regard for participants wellbeing, privacy, and dignity. Informed consent should include information about the nature, extent, and duration of the participation requested and disclosure of the risks and benefits of participation in the research. (f) When evaluation or research participants are incapable of giving informed consent, social workers should provide an appropriate explanation to the participants, obtain the participants assent to the extent they are able, and obtain written consent from an appropriate proxy. (g) Social workers should never design or conduct evaluation or research that does not use consent procedures, such as certain forms of naturalistic observation and archival research, unless rigorous and responsible review of the research has found it to be justified because of its prospective scientific, educational, or applied value and unless equally effective alternative procedures that do not involve waiver of consent are not feasible. (h) Social workers should inform participants of their right to withdraw from evaluation and research at any time without penalty. (i) Social workers should take appropriate steps to ensure that participants in evaluation and research have access to appropriate supportive services. (j) Social workers engaged in evaluation or research should protect participants from unwarranted physical or mental distress, harm, danger, or deprivation. (k) Social workers engaged in the evaluation of services should discuss collected information only for professional purposes and only with people professionally concerned with this information. (l) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of participants and of the data obtained from them. Social workers should inform participants of any limits of confidentiality, the measures that will be taken to ensure confidentiality, and when any records containing research data will be destroyed. (m) Social workers who report evaluation and research results should protect participants confidentiality by omitting identifying information unless proper consent has been obtained authorizing disclosure. (n) Social workers should report evaluation and research findings accurately. They should not fabricate or falsify results and should take steps to correct any errors later found in published data using standard publication methods. 69

71 (o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual relationships with participants, should inform participants when a real or potential conflict of interest arises, and should take steps to resolve the issue in a manner that makes participants interests primary. (p) Social workers should educate themselves, their students, and their colleagues about responsible research practices. 6. SOCIAL WORKERS ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY 6.01 Social Welfare Social workers should promote the general welfare of society, from local to global levels, and the development of people, their communities, and their environments. Social workers should advocate for living conditions conducive to the fulfillment of basic human needs and should promote social, economic, political, and cultural values and institutions that are compatible with the realization of social justice Public Participation Social workers should facilitate informed participation by the public in shaping social policies and institutions Public Emergencies Social workers should provide appropriate professional services in public emergencies to the greatest extent possible Social and Political Action (a) Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice. (b) Social workers should act to expand choice and opportunity for all people, with special regard for vulnerable, disadvantaged, oppressed, and exploited people and groups. (c) Social workers should promote conditions that encourage respect for cultural and social diversity within the United States and globally. Social workers should promote policies and practices that demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions that demonstrate cultural competence, and promote policies that safeguard the rights of and confirm equity and social justice for all people. (d) Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability. 70

72 Minnesota Board of Social Work Code of Ethics/Ethical Standards Minnesota Board of Social Work 2829 University Avenue Southeast, Suite 340 Minneapolis, MN Toll Free: Minnesota Statutes 2010, Chapter 148E 148E.210 Professional and ethical conduct. The board has grounds to take action under sections 148E.255 to 148E.270 when a social worker: 1) engages in unprofessional or unethical conduct, including any departure from or failure to conform to the minimum accepted ethical and other prevailing standards of professional social work practice, without actual injury to a social work client, intern, student, supervisee, or the public needing to be established; 2) engages in conduct that has the potential to cause harm to a client, intern, student, supervisee, or the public; 3) demonstrates a willful or careless disregard for the health, welfare, or safety of a client, intern, student, or supervisee; or 4) engages in acts or conduct adversely affecting the applicant or licensee's current ability or fitness to engage in social work practice, whether or not the acts or conduct occurred while engaged in the practice of social work. 148E.215 Responsibilities to clients. Subdivision 1. Responsibility to clients. A social worker's primary professional responsibility is to the client. A social worker must respect the client's interests, including the interest in self-determination, except when required to do otherwise by law. Subd. 2. Nondiscrimination. A social worker must not discriminate against a client, intern, student, or supervisee or in providing services to a client, intern, or supervisee on the basis of age, gender, sexual orientation, race, color, national origin, religion, illness, disability, political affiliation, or social or economic status. Subd. 3. Research. When undertaking research activities, a social worker must use accepted protocols for the protection of human subjects, including (1) establishing appropriate safeguards to protect the subject's vulnerability, and (2) obtaining the subjects' informed consent. 148E.220 Relationships with clients, former clients, and other individuals. Subdivision 1. Social worker responsibility. a) A social worker is responsible for acting professionally in relationships with clients or former clients. A client or a former client's initiation of, or attempt to engage in, or request to engage in, a personal, sexual, or business relationship is not a defense to a violation of this section. b) When a relationship is permitted by this section, social workers who engage in such a relationship assume the full burden of demonstrating that the relationship will not be detrimental to the client or the professional relationship. Subd. 2. Professional boundaries. A social worker must maintain appropriate professional boundaries with a client. A social worker must not engage in practices with clients that create an unacceptable risk of client harm or of impairing a social worker's objectivity or professional judgment. A social worker must not act or fail to act in a way that, as judged by a reasonable and prudent social worker, inappropriately encourages the client to relate to the social worker outside of the boundaries of the professional relationship, or in a way that interferes with the client's ability to benefit from social work services from the social worker. 71

73 Subd. 3. Misuse of professional relationship. A social worker must not use the professional relationship with a client, student, supervisee, or intern to further the social worker's personal, emotional, financial, sexual, religious, political, or business benefit or interests. Subd. 4. Improper termination. A social worker must not terminate a professional relationship for the purpose of beginning a personal, sexual, or business relationship with a client. Subd. 5. Personal relationship with a client. a) Except as provided in paragraph (b), a social worker must not engage in a personal relationship with a client that creates a risk of client harm or of impairing a social worker's objectivity or professional judgment. b) Notwithstanding paragraph (a), if a social worker is unable to avoid a personal relationship with a client, the social worker must take appropriate precautions, such as consultation or supervision, to address the potential for risk of client harm or of impairing a social worker's objectivity or professional judgment. Subd. 6. Personal relationship with a former client. A social worker may engage in a personal relationship with a former client after appropriate termination of the professional relationship, except: 1) as prohibited by subdivision 8; or 2) if a reasonable and prudent social worker would conclude after appropriate assessment that (i) the former client is emotionally dependent on the social worker or continues to relate to the social worker as a client, or (ii) the social worker is emotionally dependent on the client or continues to relate to the former client as a social worker. Subd. 7. a client. Sexual conduct with a client. A social worker must not engage in or suggest sexual conduct with Subd. 8. Sexual conduct with a former client. a) A social worker who has engaged in diagnosing, counseling, or treating a client with mental, emotional, or behavioral disorders must not engage in or suggest sexual conduct with the former client under any circumstances for a period of two years following the termination of the professional relationship. After two years following the termination of the professional relationship, a social worker who has engaged in diagnosing, counseling, or treating a client with a mental, emotional, or behavioral disorder must not engage in or suggest sexual conduct with the former client under any circumstances unless: 1) the social worker did not intentionally or unintentionally coerce, exploit, deceive, or manipulate the former client at any time; 2) the social worker did not represent to the former client that sexual conduct with the social worker is consistent with or part of the client's treatment; 3) the social worker's sexual conduct was not detrimental to the former client at any time; 4) the former client is not emotionally dependent on the social worker and does not continue to relate to the social worker as a client; and 5) the social worker is not emotionally dependent on the client and does not continue to relate to the former client as a social worker. (b) If there is an alleged violation of paragraph (a), the social worker assumes the full burden of demonstrating to the board that the social worker did not intentionally or unintentionally coerce, exploit, deceive, or manipulate the client, and the social worker's sexual conduct was not detrimental to the client at any time. Upon request, a social worker must provide information to the board addressing: 1) the amount of time that has passed since termination of services; 2) the duration, intensity, and nature of services; 3) the circumstances of termination of services; 4) the former client's emotional, mental, and behavioral history; 5) the former client's current emotional, mental, and behavioral status; 72

74 6) the likelihood of adverse impact on the former client; and 7) the existence of actions, conduct, or statements made by the social worker during the course of services suggesting or inviting the possibility of a sexual relationship with the client following termination of services. (c) A social worker who has provided social work services other than those described in paragraph (a) to a client must not engage in or suggest sexual conduct with the former client if a reasonable and prudent social worker would conclude after appropriate assessment that engaging in such behavior with the former client would create an unacceptable risk of harm to the former client. Subd. 9. Sexual conduct with student, supervisee, or intern. a) A social worker must not engage in or suggest sexual conduct with a student while the social worker has authority over any part of the student's academic program. b) A social worker supervising an intern must not engage in or suggest sexual conduct with the intern during the course of the internship. c) A social worker practicing social work as a supervisor must not engage in or suggest sexual conduct with a supervisee during the period of supervision. Subd. 10. Sexual harassment. A social worker must not engage in any physical, oral, written, or electronic behavior that a client, former client, student, supervisee, or intern may reasonably interpret as sexually harassing or sexually demeaning. Subd. 11. Business relationship with client. A social worker must not purchase goods or services from a client or otherwise engage in a business relationship with a client except when: 1) a social worker purchases goods or services from the client and a reasonable and prudent social worker would determine that it is not practical or reasonable to obtain the goods or services from another provider; and 2) engaging in the business relationship will not be detrimental to the client or the professional relationship. Subd. 12. Business relationship with former client. A social worker may purchase goods or services from a former client or otherwise engage in a business relationship with a former client after appropriate termination of the professional relationship unless a reasonable and prudent social worker would conclude after appropriate assessment that: 1) the former client is emotionally dependent on the social worker and purchasing goods or services from the former client or otherwise engaging in a business relationship with the former client would be detrimental to the former client; or 2) the social worker is emotionally dependent on the former client and purchasing goods or services from the former client or otherwise engaging in a business relationship with the former client would be detrimental to the former client. Subd. 13. Previous sexual, personal, or business relationship. a) A social worker must not engage in a social worker/client relationship with an individual with whom the social worker had a previous sexual relationship. b) A social worker must not engage in a social worker/client relationship with an individual with whom the social worker had a previous personal or business relationship if a reasonable and prudent social worker would conclude after appropriate assessment that the social worker/client relationship would create an unacceptable risk of client harm or that the social worker's objectivity or professional judgment may be impaired. Subd. 14. Giving alcohol or other drugs to client. a) Unless authorized by law, a social worker must not offer medication or controlled substances to a client. b) A social worker must not accept medication or controlled substances from a client, except that if authorized by law, a social worker may accept medication or controlled substances from a client for purposes of disposal or to monitor use. 73

75 (c) A social worker must not offer alcoholic beverages to a client except when the offer is authorized or prescribed by a physician or is offered according to a client's care plan. (d) A social worker must not accept alcoholic beverages from a client Subd. 15. Relationship with client's family or household member. Subdivisions 1 to 14 apply to a social worker's relationship with a client's family or household member when a reasonable and prudent social worker would conclude after appropriate assessment that a relationship with a family or household member would create an unacceptable risk of harm to the client. 148E.225 Treatment and intervention services. Subdivision 1. Assessment or diagnosis. A social worker must base treatment and intervention services on an assessment or diagnosis. A social worker must evaluate, on an ongoing basis, the appropriateness of the assessment or diagnosis. Subd. 2. Assessment or diagnostic instruments. A social worker must not use an assessment or diagnostic instrument without adequate training. A social worker must follow standards and accepted procedures for using an assessment or diagnostic instrument. A social worker must inform a client of the purpose before administering the instrument and must make the results available to the client. Subd. 3. Plan for services. A social worker must develop a plan for services that includes goals based on the assessment or diagnosis. A social worker must evaluate, on an ongoing basis, the appropriateness of the plan and the client's progress toward the goals. Subd. 4. Records. (a) A social worker must make and maintain current and accurate records, appropriate to the circumstances, of all services provided to a client. At a minimum, the records must contain documentation of the assessment or diagnosis; 1) the assessment or diagnosis; 2) the content of the service plan; 3) progress with the plan and any revisions of assessment, diagnosis, or plan; 4) any fees charged and payments made; 5) copies of all client-written authorizations for release of information; and 6) other information necessary to provide appropriate services. (1) These records must be maintained by the social worker for at least seven years after the last date of service to the client. Social workers who are employed by an agency or other entity are not required to: (1) maintain personal or separate records; or (2) personally retain records at the conclusion of their employment. Subd. 5. Termination of services. A social worker must terminate a professional relationship with a client when the social worker reasonably determines that the client is not likely to benefit from continued services or the services are no longer needed, unless the social worker is required by law to provide services. A social worker who anticipates terminating services must give reasonable notice to the client in a manner that is appropriate to the needs of the client. The social worker must provide appropriate referrals as needed or upon request of the client. 148E.230 Confidentiality and records. Subdivision 1. Informed consent. (a) A social worker must obtain valid, informed consent, appropriate to the circumstances, before providing services to clients. When obtaining informed consent, the social worker must determine whether the client has the capacity to provide informed consent. If the client does not have the capacity to provide consent, the social worker must obtain consent for the services from the client's legal representative. The social worker must not provide services, unless authorized or required by law, if the client or the client's legal representative does not consent to the services. 74

76 (b) If a social worker determines that a client does not have the capacity to provide consent, and the client does not have a legal representative, the social worker: 1) must, except as provided in clause, 2) secure a legal representative for a client before providing services; or 3) may, notwithstanding clause (1), provide services, except when prohibited by other applicable law, that are necessary to ensure the client's safety or to preserve the client's property or financial resources. (c) A social worker must use clear and understandable language, including using an interpreter proficient in the client's primary language as necessary, to inform clients of the plan of services, risks related to the plan, limits to services, relevant costs, terms of payment, reasonable alternatives, the client's right to refuse or withdraw consent, and the time frame covered by the consent. Subd. 2. Mandatory reporting and disclosure of client information. At the beginning of a professional relationship and during the professional relationship as necessary and appropriate, a social worker must inform the client of those circumstances under which the social worker may be required to disclose client information specified in subdivision 3, paragraph (a), without the client's consent. Subd. 3. Confidentiality of client information. a) A social worker must ensure the confidentiality of all client information obtained in the course of the social worker/client relationship and all client information otherwise obtained by the social worker that is relevant to the social worker/client relationship. Except as provided in this section, client information may be disclosed or released only with the client's or the client's legal representative's valid informed consent, appropriate to the circumstances, except when otherwise required by law. A social worker must seek consent to disclose or release client information only when such disclosure or release is necessary to provide social work services. b) (b) A social worker must continue to maintain confidentiality of the client information specified in paragraph (a) upon termination of the professional relationship including upon the death of the client, except as provided under this section or other applicable law. c) (c) A social worker must limit access to the client information specified in paragraph (a) in a social worker's agency to appropriate agency staff whose duties require access. Subd. 4. Release of client information with written informed consent. (a) Except as provided in subdivision 5, client information specified in subdivision 3, paragraph (a), may be released only with the client's or the client's legal representative's written informed consent. The written informed consent must: (1) explain to whom the client's records may be released; (2) explain the purpose for the release; and (3) state an expiration date for the authorized release of the records. (b) A social worker may provide client information specified in subdivision 3, paragraph (a), to a third party for the purpose of payment for services rendered only with the client's written informed consent. (c) Except as provided in subdivision 5, a social worker may disclose client information specified in subdivision 3, paragraph (a), only with the client's or the client's legal representative's written informed consent. When it is not practical to obtain written informed consent before providing necessary services, a social worker may disclose or release client information with the client's or the client's legal representative's oral informed consent. (d) Unless otherwise authorized by law, a social worker must obtain a client's written informed consent before taking a photograph of the client or making an audio or video recording of the client, or allowing a third party to do the same. The written informed consent must explain: (1) the purpose of the photograph or the recording and how the photograph or recording will be used, how it will be stored, and when it will be destroyed; and (2) how the client may have access to the photograph or recording. Subd. 5. Release of client information without written informed consent. a) A social worker may disclose client information specified in subdivision 3, paragraph (a), without the written consent of the client or the client's legal representative only under the following circumstances or under the circumstances described in paragraph (b): 75

77 (1) when mandated or authorized by federal or state law, including the mandatory reporting requirements under the duty to warn, maltreatment of minors, and vulnerable adult laws specified in section 148E.240, subdivisions 6 to 8; (2) when the board issues a subpoena to the social worker; or (3) when a court of competent jurisdiction orders release of the client records or information. (b) When providing services authorized or required by law to a client who does not have the capacity to provide consent and who does not have a legal representative, a social worker must disclose or release client records or information as necessary to provide services to ensure the client's safety or to preserve the client's property or financial resources. Subd. 6. Release of client records or information. When releasing client records or information under this section, a social worker must release current, accurate, and complete records or information. 148E.235 Fees and billing practices. Subdivision 1. Fees and payments. (a) A social worker must ensure that a client or a client's legal representative is informed of all fees at the initial session or meeting with the client, and that payment for services is arranged with the client or the client's legal representative at the beginning of the professional relationship. Upon request from a client or a client's legal representative, a social worker must provide in a timely manner a written payment plan or a written explanation of the charges for any services rendered. (b) When providing services authorized or required by law to a client who does not have the capacity to provide consent and who does not have a legal representative, a social worker may submit reasonable bills to an appropriate payer for services provided. Subd. 2. Billing for services not provided. A social worker must not bill for services that have not been provided except that, with prior notice to the client, a social worker may bill for failed appointments or for cancellations without sufficient notice. A social worker may bill only for provided services which are necessary and appropriate. Financial responsibility for failed appointment billings resides solely with the client and such costs may not be billed to public or private payers. Subd. 3. No payment for referrals. A social worker must not accept or give a commission, rebate, or other form of remuneration solely or primarily to profit from the referral of a client. Subd. 4. Fees and billing practices. A social worker must not engage in improper or fraudulent billing practices, including, but not limited to, violations of the federal Medicare and Medicaid laws or state medical assistance laws. 148E.240 Reporting requirements. Subdivision 1. Failure to self-report adverse actions. The board has grounds to take action under sections 148E.255 to 148E.270 when a social worker fails to report to the board within 90 days: (1) having been disciplined, sanctioned, or found to have violated a state, territorial, provincial, or foreign licensing agency's laws or rules; (2) having been convicted of committing a felony, gross misdemeanor, or misdemeanor reasonably related to the practice of social work; (3) having had a finding or verdict of guilt, whether or not the adjudication of guilt is withheld or not entered, of committing a felony, gross misdemeanor, or misdemeanor reasonably related to the practice of social work; (4) having admitted to committing, or entering a no contest plea to committing, a felony, gross misdemeanor, or misdemeanor reasonably related to the practice of social work; or (5) having been denied licensure by a state, territorial, provincial, or foreign licensing agency. Subd. 2. Failure to submit application information. The board has grounds to take action under sections 148E.255 to 148E.270 when an applicant or licensee fails to submit with an application the following information: 76

78 (1) the dates and dispositions of any malpractice settlements or awards made relating to the social work services provided by the applicant or licensee; or (2) the dates and dispositions of any civil litigations or arbitrations relating to the social work services provided by the applicant or licensee. Subd. 3. Reporting other licensed health professionals. An applicant or licensee must report to the appropriate health-related licensing board conduct by a licensed health professional which would constitute grounds for disciplinary action under the statutes and rules enforced by that board. Subd. 4. Reporting unlicensed practice. An applicant or licensee must report to the board conduct by an unlicensed person which constitutes the practice of social work, as defined in section 148E.010, except when the unlicensed person is exempt from licensure according to section 148E.065. Subd. 5. Failure to report other applicants or licensees and unlicensed practice. The board has grounds to take action under sections 148E.255 to 148E.270 when an applicant or licensee fails to report to the board conduct by: (1) another licensee or applicant which the applicant or licensee has reason to believe may reasonably constitute grounds for disciplinary action under this section; or (2) an unlicensed person that constitutes the practice of social work when a license is required to practice social work. Subd. 6. Duty to warn. A licensee must comply with the duty to warn established by section Subd. 7. Reporting maltreatment of minors. An applicant or licensee must comply with the reporting of maltreatment of minors established by section Subd. 8. Reporting maltreatment of vulnerable adults. An applicant or licensee must comply with the reporting of maltreatment of vulnerable adults established by section Subd. 9. Subpoenas. The board may issue subpoenas pursuant to section 148E.245 and chapter 214 for the production of any reports required by this section or any related documents. 148E.275 Unauthorized practice. No individual may: 1) engage in the practice of social work without a social work license under sections 148E.055 and 148E.060, except when the individual is exempt from licensure according to section 148E.065; 2) provide social work services to a client who resides in this state when the individual providing the services is not licensed as a social worker according to sections 148E.055 to 148E.060, except when the individual is exempt from licensure according to section 148E E.280 Use of titles. No individual may be presented to the public by any title incorporating the words "social work" or "social worker" or in the titles in section 148E.195, unless that individual holds a license under sections 148E.055 and 148E.060, or practices in a setting exempt from licensure under section 148E.065. An individual or other entity that violates section 148E.275, 148E.280, or 148E.285 is guilty of a misdemeanor. 77

79 Social Work Licensure Changes enacted by the 2007 Legislature will increase standards for clinical practice, including academic coursework, supervision, licensing supervisors, and continuing education (CE). The provisions are based on the DHS Task Force Report on Clinical Standards and do not take effect until August 1, Technical/housekeeping changes were made during the 2009 Legislative session which provide transition language for increased supervised practice and continuing education for all licenses, and provide clarification of the increased standards for clinical supervised practice requirements, including the direct clinical client contact requirement effective August 1, For more information regarding licensure, contact: Minnesota Board of Social Work 2829 University Ave. SE, Suite #340 Minneapolis, MN (612) (main) (888) (toll free) (800) (TTY) (612) (fax) Note: Effective August 1, 1997, all new applicants for licensure must have a criminal background check completed as part of their application. Effective July 1990, an individual who desires to practice as a school social worker must be licensed by the Minnesota Department of Education, Educator Licensing. For more information regarding school social work licensure, contact: Minnesota Department of Education, Educator Licensing 1500 Hwy 36 West Roseville, MN (651) L To practice school social work in Minnesota, the following are required: I C 1. Graduation with a baccalaureate degree from an accredited social work program; E 2. Licensure by the Board of Social Work; N 3. Licensure as a Teacher/Related Service through Minnesota Department of S Education; U 4. Social workers must pass the national, multiple- choice examination provided by R the Association of Social Work Boards (ASWB) comparable examination as E determined by the Board in order to work in schools. (City, county and state employed social workers are exempt from this examination requirement) For more information: 78

80 Educational Policy and Accreditation Standards Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards The purpose of the social work profession is to promote human and community well-being. Guided by a person and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, social work s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons. Social work educators serve the profession through their teaching, scholarship, and service. Social work education at the baccalaureate, master s, and doctoral levels shapes the profession s future through the education of competent professionals, the generation of knowledge, and the exercise of leadership within the professional community. The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to accredit baccalaureate- and master s-level social work programs. EPAS supports academic excellence by establishing thresholds for professional competence. It permits programs to use traditional and emerging models of curriculum design by balancing requirements that promote comparability across programs with a level of flexibility that encourages programs to differentiate. EPAS describe four features of an integrated curriculum design: (1) program mission and goals; (2) explicit curriculum; (3) implicit curriculum; and (4) assessment. The Educational Policy and Accreditation Standards are conceptually linked. Educational Policy describes each curriculum feature. Accreditation Standards (in italics) are derived from the Educational Policy and specify the requirements used to develop and maintain an accredited social work program at the baccalaureate (B) or master s (M) level. 1. Program Mission and Goals Copyright 2008, Council on Social Work Education, Inc. All rights reserved. Revised March 27, 2010 Educational Policy 1.0 Program Mission and Goals The mission and goals of each social work program address the profession s purpose, are grounded in core professional values (EP 1.1), and are informed by context (EP 1.2). Educational Policy 1.1 Values Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, competence, 1 human rights, and scientific inquiry are among the core values of social work. These values underpin the explicit and implicit curriculum and frame the profession s commitment to respect for all people and the quest for social and economic justice. Educational Policy 1.2 Program Context Context encompasses the mission of the institution in which the program is located and the needs and opportunities associated with the setting. Programs are further influenced by their historical, political, 1 These six value elements reflect the National Association of Social Workers Code of Ethics. National Association of Social Workers (approved 1996, revised 1999). Code of Ethics for Social Workers. Washington, D.C.: NASW. 79