Undergraduate Program Guide 2019-2021

UNDERGRADUATE SOCIAL WORK
PROGRAM GUIDE

2019-2021

1678 Asylum Avenue ~ West Hartford, CT ~ 06117 ~ 860.231.5264

Table of Contents

I. PROGRAM DESCRIPTION ..............................................................................................................................5
1. INTRODUCTION ...............................................................................................................................5
2. MISSION OF UNIVERSITY OF SAINT JOSEPH..........................................................................5
3. MISSION OF THE SOCIAL WORK PROGRAM .........................................................................5
4. GOALS OF THE SOCIAL WORK PROGRAM.............................................................................5
5. SOCIAL WORK PROGRAM COMPETENCIES ..........................................................................6
6. CRITERIA FOR ADMISSION: SOCIAL WORK PROGRAM/ FIELD EDUCATION ............8

SOCIAL WORK COURSE SEQUENCE (Full Time Students) ..............................................................8
SOCIAL WORK COURSE SEQUENCE (Part Time Students) ..............................................................9

7. COURSE DESCRIPTIONS..............................................................................................................11
8. SOCIAL WORK STUDENT ALLIANCE......................................................................................14
II. FIELD PRACTICE CURRICULUM .............................................................................................................15
9. FIELD PRACTICE TITLES AND ROLES ...................................................................................15
10. FIELD PRACTICE REQUIREMENTS .........................................................................................16
11. CRITERIA FOR FIELD PRACTICE SETTINGS & FIELD INSTRUCTORS ........................16
12. FIELD PLACEMENT PROCESS ...................................................................................................17
13. BEGINNING THE FIELD INSTRUCTION RELATIONSHIP ..................................................18
14. THE LEARNING AGREEMENT ...................................................................................................20
15. THE TEACHING/LEARNING PROCESS ....................................................................................21
16. THE FIELD SEMINAR....................................................................................................................23
17. PROBLEMS IN FIELD PRACTICE ..............................................................................................24
18. RESPONSIBILITIES OF ALL PARTIES......................................................................................25
III. FIELD PRACTICE POLICIES.....................................................................................................................28
19. JUNIOR/SENIOR PLACEMENT SETTINGS ..............................................................................28
20. CONCURRENT FIELD/METHODS..............................................................................................28
21. CONTINUITY OF FIELD PLACEMENT .....................................................................................28
22. CONFIDENTIALITY OF STUDENT INFORMATION..............................................................28
23. STUDENTS WITH DISABILITIES................................................................................................28
24. STUDENT USE OF INTERN TITLE .............................................................................................29

25. EMPLOYED FIELD PLACEMENTS ............................................................................................29
26. LABOR CONFLICTS.......................................................................................................................29
27. MILEAGE REIMBURSEMENTS...................................................................................................29
28. ORIENTATION FOR FIRST-TIME FIELD INSTRUCTORS ...................................................30
29. PROFESSIONAL DEVELOPMENT FOR FIELD INSTRUCTORS .........................................30
30. NON-SOCIAL WORKERS AS FIELD INSTRUCTORS.............................................................30
31. SAFETY POLICY.............................................................................................................................30
32. FIELD EDUCATION INCLEMENT WEATHER POLICY........................................................31
33. POLICY PROHIBITING ROMANTIC/SEXUAL RELATIONSHIPS BETWEEN

STUDENTS AND INSTRUCTORS.................................................................................................31
IV. SOCIAL WORK PROGRAM & APPLICABLE UNIVERSITY POLICIES ..............................................32

34. SOCIAL MEDIA POLICIES ...........................................................................................................32
35. ADVISING POLICY.........................................................................................................................33
36. STUDENT RIGHT TO PARTICIPATE IN FORMULATING & MODIFYING

ACADEMIC/STUDENT AFFAIRS POLICIES ............................................................................33
37. ACADEMIC INTEGRITY...............................................................................................................33
38. INCLEMENT WEATHER/ SNOW POLICY ................................................................................33
39. CREDIT FOR LIFE EXPERIENCE...............................................................................................34
40. TRANSFER OF CREDIT POLICY ................................................................................................34
41. NON-DISCRIMINATION STATEMENT......................................................................................34
42. COURSE REPITION........................................................................................................................34
43. STUDENTS WITH DISABILITIES................................................................................................35
44. CONDEMNING ACTS OF HATRED AND VIOLENCE ............................................................35
45. HARASSMENT POLICY ................................................................................................................36
46. SEXUAL HARASSMENT POLICY ...............................................................................................36
V. FIELD EXCLUSION, PROGRAM TERMINATION & APPEAL POLICIES ............................................38
47. MINIMUM GRADE POINT AVERAGE .......................................................................................38
48. ACADEMIC INTEGRITY...............................................................................................................38
49. NASW CODE OF ETHICS (1999) SECTION 4.05 IMPAIRMENT ...........................................39
50. APPEAL PROCESS - TERMINATION FROM FIELD EDUCATION .....................................39

51. APPEAL PROCESS - TERMINATION FROM SOCIAL WORK PROGRAM .......................40

Appendix A: Faculty and Staff Contact Information ..........................................................................................41
Appendix B: Social Work Program Application Process.....................................................................................42
Appendix C: The Learning Agreement/Evaluation..............................................................................................43

Social Work Program Guide

I. PROGRAM DESCRIPTION

INTRODUCTION

In 1932 the Sisters of Mercy founded University of Saint Joseph and offered Social Work as a
concentration within the Sociology Department. Social work students of the 1930s and 1940s had field
placements in Hartford area settlement houses, hospitals, and wartime nurseries. Social Work became a
major field of study in 1973, and University of Saint Joseph was among the first cohort of baccalaureate
Social Work Programs to earn CSWE accreditation in 1974. Since that time, the Social Work Program
has maintained continuous CSWE accredited status. The Social Work Program began offering weekend
classes in 1987, and maintains a strong commitment to serving adult learners.

MISSION OF UNIVERSITY OF SAINT JOSEPH
The University of Saint Joseph, founded by the Sisters of Mercy in the Catholic tradition, provides a
rigorous liberal arts and professional education for a diverse student population in an inclusive
environment that encourages strong ethical values, personal integrity, and a sense of responsibility to the
needs of society.

MISSION OF THE UNDERGRADUATE SOCIAL WORK PROGRAM
The BSW program prepares generalist social workers who, guided by a person-in-environment
framework, professional knowledge, ethics, standards and cultural humility, use evidence informed
research and practices to improve individual functioning, strengthen families and create equitable
communities and policies that advance human rights, social and economic justice, and local and global
peace.

GOALS OF THE UNDERGRADUATE SOCIAL WORK PROGRAM

BSW program goals are to advance:
1. The understanding of the interrelationships among people and their environments, including the

experiences of oppression and liberation.
2. Cultural humility and a conscious use of self, in generalist social work practice that partner with

individuals, families, groups, organizations and communities to improve well-being.
3. Efforts to eliminate prejudice and discrimination, including discrimination based on age, class, color,

culture, disability, ethnicity, gender, gender identity and expression, immigration status, political
ideology, race, religion, sex and sexual orientation.
4. Policies and programs that promote universal human rights, fundamental freedoms, and social and
economic opportunities for all persons.
5. Scientific inquiry with the purpose of further developing and correctly applying professional
knowledge.
6. Opportunities for undergraduate and graduate education, life-long learning and professional
development and the adoption of ethical and professional behaviors among social workers.

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7. Diversity, community relations, and the use of educational assessment strategies through the
University of Saint Joseph.

UNDERGRADUATE SOCIAL WORK PROGRAM COMPETENCIES

Students shall demonstrate mastery of the following competencies and behaviors by the time of their
graduation from the BSW Program.

Competency One: Demonstrate Ethical and Professional Behavior.
1.1 Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and
regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics
as appropriate to context.
1.2. Use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations.
1.3. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic
communication.
1.4. Use technology ethically and appropriately to facilitate practice outcomes.
1.5. Use supervision and consultation to guide professional judgment and behavior.

Competency Two: Engage Diversity and Difference in Practice
2.1. Apply and communicate understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels.
2.2. Present themselves as learners and engage clients and constituencies as experts of their own
experiences.
2.3. Apply self-awareness and self-regulation to manage the influence of personal biases and values in
working with diverse clients and constituencies.

Competency Three: Advance Human Rights and Social, Economic, and Environmental Justice.
3.1. Apply their understanding of social, economic, and environmental justice to advocate for human
rights at the individual and system levels.
3.2. Engage in practices that advance social, economic, and environmental justice.

Competency Four: Engage in Practice-informed Research and Research-informed Practice.
4.1. Use practice experience and theory to inform scientific inquiry and research.
4.2. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and
research findings.
4.3. Use and translate research evidence to inform and improve practice, policy, and service delivery.

Competency Five: Engage in Policy Practice
5.1. Identify social policy at the local, state, and federal level that impacts well-being, service delivery,
and access to social services.
5.2. Assess how social welfare and economic policies impact the delivery of and access to social services.
5.2. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and
social, economic, and environmental justice.

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Competency Six: Intern will engage with Individuals, Families, Groups, Organizations, and
Communities.
6.1. Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies.
6.2. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and
constituencies.

Competency Seven: Assess Individuals, Families, Groups, Organizations, and Communities.
7.1. Collect and organize data, and apply critical thinking to interpret information from clients and
constituencies.
7.2. Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the analysis of assessment data from clients and
constituencies.
7.3. Develop mutually agreed-on intervention goals and objectives based on the critical assessment of
strengths, needs, and challenges within clients and constituencies.

Competency Eight: Intervene with Individuals, Families, Groups, Organizations, and Communities.
8.1. Critically choose and implement interventions to achieve practice goals and enhance capacities of
clients and constituencies.
8.2. Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in interventions with clients and constituencies.
8.3. Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes.
8.4. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.
8.5. Facilitate effective transitions and endings that advance mutually agreed-on goals.

Competency Nine: Evaluates Practice with Individuals, Families, Groups, Organizations, and
Families.
9.1. Select and use appropriate methods for evaluation of outcomes.
9.2. Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the evaluation of outcomes.
9.3. Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
9.4. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

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ADMISSION CRITERIA: UNDERGRADUATE BSW PROGRAM & FIELD EDUCATION

The criteria for admission to the Undergraduate Social Work Program and to begin field education is:
1. A minimum GPA of 2.0.
2. A demonstrated interest in becoming a professional helper
3. A capacity for personal growth, self-awareness and reflection,
4. Student does not appear to pose a risk to self or others in a field setting and
5. A willingness to learn and embrace the value base of the profession as articulated in the NASW
Code of Ethics.
6. Completion program students must complete certain of the supportive course requirements.

UNDERGRADUATE SOCIAL WORK COURSE SEQUENCE at USJ (FT & PT Students)

The sequence below is suggested, however, students may vary the order of some courses so that necessary
pre-requisites are taken.

First year or Sophomore year

BIOL223 or BIOL270 Human Biology or Human Heredity & Birth Defects
MATH110 Elementary Statistics
POLS110, 125 or 310 Fundamentals of Political Science or American Government or
Political Leadership and Social Justice
PSYC100 Introduction to Psychology
SOCL101 Introduction to Sociology
SOCW102 Introduction to Social Work
ECON101 Principles of Macroeconomics
SOCL217 or SOCL227 Racial and Ethnic Groups or Inequality in America or
or SOCW202 or 206 Black Families in the US or Latina Women and their Worlds
PSYC238 Human Development through the Life Span or
or HDFS210 Voices of Development across the Life Course

Once in the major, a typical course sequence consists of:

First Semester Junior Year
SOCW396 Social Work Methods I Second Semester
SOCW386 Field Practice I
SOCW382 HBSE SOCW398 Social Work Methods II
SOCW388 Field Practice II
SOCW300 Social Welfare Policy

(Field Practice I & II include 8 hours per week in the field & biweekly seminar. Total hours for senior year
is 240 hours)

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First Semester Senior Year
SOCW400 Social Work Methods III Second Semester
SOCW482 Field Practice III or 481 Ext. Yr
SOCW375 Social Research SOCW498 Coordinating Seminar
SOCW484 Field Practice IV or 483 Ext. Yr

Extended year Summer: SOCW 485 Field Practice V-Extended Yr

(Field Practice III & IV includes 16 hours per week in the field & biweekly seminar. Total hours for senior
year in field is 480 hours)

TRANSFER STUDENTS

Transfer students must satisfy the university’s general education requirements. Transfer students meet
with an advisor to determine which social work supportive courses have been completed. Many transfer
students complete the remaining social work requirements and courses to meet university requirements
prior to the start of the two year field/methods sequence printed below.

It is important to plan carefully as the supportive courses are prerequisites to major courses. Students
should consult with faculty and academic advising to learn when needed courses might be offered.
Some supportive courses may need to be taken elsewhere. Some major courses such as Policy and
Research may only be offered during the summer. The key to a successful plan of study will be
planning ahead and staying informed.

Supportive Courses

BIOL204 or Forensic Biology
BIOL217 or Culture health & Illness
BIOL223 or Human Biology or
BIOL270 or Human Heredity & Birth Defects

MATH110 Elementary Statistics
POLS 110, 125 or 310 How Politics Affects Your Life: An Introduction to Politics or
American Government or Political Leadership and Social Justice
PSYC100 Introduction to Psychology
SOCL101 Introduction to Sociology
SOCW102 Introduction to Social Work
ECON101 Principles of Macroeconomic

SOCL217 or SOCL227 Racial and Ethnic Groups or Inequality in America
or SOCW202 or 206 Black Families in the US or Latinas and their Worlds
PSYC238 Human Development through the Life Span
or HDFS111, 112 & 113 Voices of Development across the Life Course

Courses taken at other institutions may be approved to meet these requirements.

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COMPLETION PROGRAM

The USJ Social Work Completion Program is a two-year program leading to the completion of the
academic requirements for a bachelor’s degree. Social work students enter this program with 60
transferable credits or an associate degree and 100 hours human services internship experience or 180
hours of work or volunteer experience in the human service or related field over at least a three-month
period. Courses are offered Saturdays, evenings and on-line.

SOCIAL WORK COURSE SEQUENCE - Completion Program (CP)

Summer before field practice seminar
SOCW375 Research or SOCW300 Social Welfare Policy

Junior Year

Semester I Semester II

SOCW 395 Social Work Methods I SOCW 397 Social Work Methods II
SOCW 385 Field Practice I SOCW 387 Field Practice II
SOCW382 HBSE INT 301 Mercy Integrative Seminar
SOCW 350 Writing for SW Practice

(Field Practice I & II 6 hours per week for completion program students plus the biweekly seminar. total
hours for junior year in field is 180 hours)

Summer between junior and senior year
SOCW300 Social Welfare Policy and/or SOCW375 Research

Senior Year

Semester I Semester II
SOCW 401 Social Work Methods III SOCW 499 Coordinating Seminar
SOCW 486 Field Practice III SOCW 487 Field Practice IV
SOCW375 Research (or during summer session)

(Field Practice III & IV includes 12 hours per week in the field completion program students plus the
biweekly seminar. total hours for senior year in field is 360 hours)

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COURSE DESCRIPTIONS

(*) Courses approved for general education requirement

SOCW102 Introduction to Social Work (3)
Do you have a future in the social work profession? In this course, students explore career opportunities
in social work with respect to their personal and professional values and goals. Topics include the history
of social work, contributions of culturally diverse individuals and groups, professional ethics and standards
for cultural competence, traditional and emerging fields of practice, and the relationship of social work
with allied professions. Three hours a week, one semester.

*SOCW202 Black Families in the United States (Also SOCL202) (3) WR, AE
The Black Families course provides a historical view of African American, West African, and
Caribbean American Families; Emphasizing on the life-styles and experiences of contemporary families,
including their social, economic, and educational status, and ensuing implications in helping relationships.
Open to all students. Three hours a week, one semester.

*SOCW206 Latinas and Their Worlds (3) WR, WS
Explore the experiences and contributions of Puerto Rican and Latina women who live on the mainland
U.S. Latinas face social, political, economic, and cultural barriers and opportunities as they migrate or
immigrate, care for families and communities, participate in the labor force, advance educationally, and
sustain health and spiritual life. This course considers Latinas’ strengths in resisting prejudice and
discrimination, living in multiple cultures, and promoting positive social change. Open to all students.
Three hours a week, one semester. (Formerly: Co-listed with WMST206)

*SOCW300 Social Welfare Policy (3) WR, AE
Social welfare policies promote or undermine human rights, fundamental freedoms, and social and
economic opportunities. Students analyze the effects of social policies on diverse populations, learn a
values-based approach to affecting change with and on behalf of clients, and participate in political action,
such as legislative advocacy, lobbying, or assisting in an election. Three hours a week, one semester.
Prerequisite: ECON101, POLS110 or 125, SOCL101 or permission of instructor.

SOCW302 Special Topics in Social Work (1-3) GI, WS
This in-depth, interdisciplinary study of an issue, theme, or population relevant to social work may include
field practice or ethnographic research, requiring permission of the instructor.

*SOCW340 Latino Community Service (Also SPAN340) (3) LG, AE, WR
Explore Latino culture through bilingual readings, class discussions, and guest presentations and conduct
a research study in Spanish with a Latino community. In this bilingual course, students enhance research
skills in their major field of study and strengthen oral and written proficiency in the Spanish language.
Prerequisite: Open to juniors and seniors; SPAN300 and 301 or consent of instructor.

SOCW 350 Writing for SW Practice (3)
This is a writing intensive course, preparing social work students for the professional writing expectations
of agency-based field practice. Students will be introduced to the real-world demands associated with a

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variety of social work practice methods, while enhancing their writing skills focused on simulated client
situations. Three hours a week, one semester.

*SOCW375 Social Research (3) WR
Social workers use research to build knowledge, influence policy, and evaluate practice. Students learn to
locate and critically evaluate research. Topics include quantitative and qualitative research design,
research ethics, generalizing results, reliability and validity, and Evidence-Based Practice (EBP). Three
hours a week, one semester. Prerequisite: SOCL101 and MATH110 or PSYC253 or permission of
instructor.

SOCW382 Human Behavior in the Social Environment (3)
Human development through the life course is affected by social and cultural diversity, social, political,
and economic barriers and opportunities, and the roles and status of women. Students apply theories and
evidence-based knowledge on the interrelationships among individuals, families, groups, organizations,
communities, and cultures in local, transnational, and international contexts, including relationships
characterized by social conflict, oppression, and violence, and relationships that contribute to human and
social development, equity, and peace. Three hours a week, one semester. Prerequisites: BIOL223,
BIOL270 or GERO111, 112 and 113; SOCL217, SOCL227, SOCW202, or SOCW206; HDFS210 or
PSYC238; or permission of instructor.

SOCW386/385-CP Field Practice I (4)
Field seminars support students as they integrate theories and research-based knowledge with their
experiences in the field. In written assignments and class discussions, students frame questions, locate and
apply relevant professional literature, identify ethical issues, and pursue cultural competence. Classes
afford opportunities for mutual aid and collaborative learning. Classroom seminars and six to eight hours
per week of supervised field experience in generalist social work practice. One semester. Prerequisite:
SOCW102 and admission to the Social Work Program; concurrent: SOCW396 (SOCW 395 CP); or
permission of the program director or department chairperson.

SOCW388/387-CP Field Practice II (4)
Continuation of SOCW386. Prerequisite: SOCW386/385 and SOCW396/395; concurrent:
SOCW398/397; or permission of the BSW program director or department chairperson.

SOCW396/395-CP Social Work Methods I (3)
Generalist social work practice with individuals includes principles of empowerment and policy practice.
Students are introduced to the professional change process with individuals in socially and culturally
diverse families and communities, and they examine and apply the NASW Code of Ethics and Standards
for Cultural Competence. Three hours a week, one semester. Prerequisite: SOCW102 and admission to
the Social Work Program; concurrent: SOCW386 (SOCW 385 CP); or permission of the program
director or department chairperson.

SOCW398/397-CP Social Work Methods II (3)
Generalist social work practice with communities and organizations includes strategies for networking
and participatory action research. Students assess socially and culturally diverse communities and
organizations in local and international environments, including inter-group and inter-organizational
relationships; prejudice, discrimination, and differential opportunities; formal and informal leaders,

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support systems, and service providers; and community and organizational values as obstacles and
resources for social change. Three hours a week; one semester. Prerequisite: SOCW396 (SOCW 395 CP);
or permission of the program director or department chairperson.

SOCW400/401-CP Social Work Methods III (3)
Generalist social work with families and small groups includes knowledge, skills, and values in domestic
and international social work practice. Students assess socially and culturally diverse families in local and
transnational communities, and they identify social, cultural, and economic resources and barriers to
meeting the goals of families and their members. Students consider social work with groups as a means
for empowering individuals and strengthening families, communities, and organizations. Three hours a
week; one semester. Prerequisite: SOCW398 (SOCW 397 CP); concurrent: SOCW482 (SOCW 486 CP);
or permission of the program director or department chairperson.

SOCW482/486-CP Field Practice III (7/5)
Students continue to build a professional knowledge base by integrating theories and research based
knowledge with their experiences in the field. In written assignments and class discussions, students frame
questions, locate and critically apply relevant professional literature, resolve ethical issues, advance
cultural competence, analyze policies, evaluate interventions, and identify goals for further learning. Class
discussions provide mutual aid and peer supervision. Classroom seminars, and 12 -16 hours per week of
supervised field experience in generalist social work practice. One semester. Prerequisite: SOCW388
(SOCW 387 CP), SOCW 398 (SOCW 397 CP); concurrent: SOCW400 (SOCW 401 CP); or permission
of the program director or department chairperson.

SOCW 481 Field III – Extended Year (6)
Third course in five-part sequence where students build a professional knowledge base by integrating
theories and research-based knowledge with their experiences in the field. In written assignments and
class discussions, students frame questions, locate and critically apply relevant professional literature,
resolve ethical issues, advance cultural competence, analyze policies, evaluate interventions and identify
goals for further learning. Class discussions provide mutual aid and peer supervision. Two hours of class
bi-weekly, and 12 hours per week of supervised field experience in generalist social work practice.
Prerequisite: SOCW 388 and SOCW 398; or permission of the program director or department
chairperson. Students choosing the extended year curriculum must complete SOCW 483 – Field
Practice IV Extended year and SOCW 485 – Field Practice V.

SOCW 483 Field IV – Extended Year (6)
Fourth course in five-part sequence where students build a professional knowledge base by integrating
theories and research-based knowledge with their experiences in the field. In written assignments and
class discussions, students frame questions, locate and critically apply relevant professional literature,
resolve ethical issues, advance cultural competence, analyze policies, evaluate interventions and identify
goals for further learning. Class discussions provide mutual aid and peer supervision. Two hours of class
bi-weekly, and 12 hours per week of supervised field experience in generalist social work practice.
Prerequisite: SOCW 388 and SOCW 398; or permission of the program director or department
chairperson. SOCW 481.

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SOCW484/487-CP Field Practice IV (7/5)
Continuation of SOCW482/486. One semester. Prerequisite: SOCW482/486 and SOCW400/410;
concurrent: SOCW498/497; or permission of the program director or department chairperson.
SOCW 485 Field V – Extended Year (2) This course is the continuation of SOCW 483 Extended Field
Practice IV. The practicum placement continues at the same agency as arranged for SOCW 483 with the
student continuing the practicum time for 12 hours per week of supervised field experience.
Prerequisite(s): SOCW 481 & SOCW 483 - Field Practice Extended Year Sequence.

SOCW498/499-CP Coordinating Seminar (3)
Assignments in this course make up the comprehensive examination in Social Work. Faculty serve as
consultants and mentors as students demonstrate their ability to assess a client system; to propose a policy
change and evaluation method; to analyze an ethical issue; to assess their cultural competence; and to
demonstrate effective use of the professional change process. Students plan for educational and
professional advancement in light of a social purpose or vision for social change. Three hours a week, one
semester. Prerequisites: SOCW400/401, SOCW482/486; concurrent: SOCW498/499; or permission of
the program director or department chairperson.

SOCIAL WORK STUDENT ALLIANCE
Students in the Undergraduate Social Work Program participate in community activities, service,
advocacy, and fellowship through the student organization. Each year, students determine the focus and
agenda for the organization.
The mission of the Social Work Student Alliance is to promote and practice the values of social work
through community service and education.

The Alliance is committed to enhancing the lives of students, faculty and community
members to bring an awareness of empowerment to all individuals; locally, nationally and
globally, through a series of events both on campus and in the community.

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II. FIELD PRACTICE CURRICULUM

Field is the signature pedagogy of social work education. The primary objective of the undergraduate
field practice sequence is to produce a reflective, self-evaluating, knowledgeable, generalist social worker.
The field experience provides students with a unique opportunity to develop an identity as a professional
social worker and a commitment to social work values and ethics. The challenge for field instructors is
to teach effectively in the field, supporting the student as she pursues this objective.

The University of Saint Joseph Social Work Program offers a broad range of field practice opportunities
in social service organizations in the Greater Hartford area and across the state. The Department's faculty
and students evaluate field practice settings to ensure that each will provide students with the opportunity
to learn and practice generalist social work. The Social Work Program does not grant social work course
credit for previous internship or work experience.

FIELD PRACTICE TITLES AND ROLES

Field Education Coordinator
This faculty member coordinates all aspects of the field practice including placement of the student
in the field, evaluation of the field agencies, and recruitment and training of field instructors. The
placement process normally occurs during the spring prior to the start of the fall semester for which the
placement is being sought.

Field Instructor
This agency-based instructor is responsible for orienting the student to the field practice
setting/services/population, assigning relevant and appropriate practice experiences, supervising and
teaching in the field, and evaluating student performance.

Task Supervisor
This person is an agency-based individual responsible for overseeing particular assignments in
consultation with the regular field instructor, or in some cases the faculty liaison. The task supervisor
contributes to the evaluation, however, primary responsibility for completing the field evaluation remains
with the field instructor. The task supervisor cannot be an agency employee who is a student currently
enrolled in the University of St Joseph Social Work undergraduate Program. The option of having a
University of St Joseph Social Work graduate student (MSW) as a task supervisor, may be considered, be
must be approved by the field director.

Field Liaison
This faculty member teaches the field practice seminar and serves as a link between the field practice
setting and the Social Work Program. The field liaison supports and monitors the field experience through
class discussion, individual conferences with the student, and regular field practice setting visits. The
field liaison is responsible for assigning final grades for the field practice course.

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FIELD PRACTICE REQUIREMENTS

Students are required to complete a minimum of 560 (Completion Program) or 720 hours (Traditional
Program) of field practice. Students in their junior year are placed in a field practice setting for a full
academic year (September-May) for six hours (Completion Program) or eight hours/week (a total of 180
or 240 hours, depending on program). During the senior year, students are placed in a different field
setting from the junior year experience. Students complete 12 hours (Completion Program) or 16 hours
per week for the full academic year (a total of 360 or 480 hours, depending on Program). Each student
enrolled in field practice must participate in both the practicum and seminar portions of the course. The
seminar provides opportunities for students to process their learning, to gain support and guidance from
fellow students and faculty, and to integrate academic learning with experiential learning. Only those
students admitted to the Social Work Program are eligible to enroll in field practice.

CRITERIA FOR FIELD PRACTICE SETTINGS & FIELD INSTRUCTORS

Selection of Agencies
The Social Work Program seeks to develop and maintain high quality field practice settings with
professional social work supervision. Agencies that serve as field practice settings must provide the
student with the opportunity to:

1. Participate in generalist social work practice.
2. Work with diverse clients and professionals
3. Receive professional social work supervision.
4. Enjoy a supportive yet challenging learning experience.

Agencies serving as field settings agree to participate in the educational goals of the Social Work Program
and to abide by University policies related to equal opportunity/nondiscrimination, students with
disability, harassment, and sexual harassment. Agencies must select and relate to the student without
discrimination on the basis of race, color, ethnicity or national origin; sex; religious creed; disability; age;
sexual orientation; or marital status.

In selecting a field practice setting, the Social Work Program considers the availability, appropriateness,
and effectiveness of services provided, and the interests and qualifications of agency personnel. The field
practice setting must engage in generalist social work practice and must be willing to commit the necessary
resources of physical space, supervision, and practice opportunities.

The Social Work Program has a strong commitment to public agencies and seeks to maintain high quality
field practice settings in this domain. In addition to public agencies, the Social Work Program uses a wide
variety of field settings, including schools, courts, hospitals, nursing homes, and community service
programs. This diversity of agencies, practice activities, client systems, and field instructors enriches
classroom discussions and helps to address students' career interests and educational needs.

Qualifications of Field Instructors
Social work practitioners who serve as field instructors for the University of Saint Joseph must be
committed to and capable of helping students develop the knowledge, values, and skills necessary for
beginning-level generalist social work practice. In most cases, preference is given to field instructors who

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hold an MSW degree from a CSWE-accredited program. The BSW Program also welcomes field
instructors who hold a BSW degree from a CSWE-accredited program \who have at least three years of
practice experience. In addition, all field instructors must be employed by the field practice setting for at
least one year prior to assuming the duties of field instruction.

It is the policy of the Social Work Program to seek qualified, experienced social workers to provide
supervision for students in field practice. There are some specialized settings or unique learning
opportunities where the field education coordinator may approve placement with a field instructor who
has not earned a social work degree. In these cases, students must arrange for supplemental social work
supervision with a social worker affiliated with the organization, such as a board member, consultant, an
alumna of the Social Work Program, or with Social Work Program faculty. Supplemental social work
supervision must occur at least bi-weekly. All such arrangements need to be put in a written proposal and
must be approved by the field education coordinator.

FIELD PLACEMENT PROCESS

All students must be accepted into the Social Work Program before beginning the field practice sequence.
As previously described, the admissions interview usually serves to launch the placement process.
Students are instructed not to contact any potential field agencies without the knowledge and agreement
of the field education coordinator.

The field education coordinator maintains a directory of all potential field settings. A student also has the
option to request placement in a field practice setting not in the directory, provided the prospective
placement and the field instructor meet the program requirements (as identified above). To secure a field
placement, the student meets with the field education coordinator in the spring semester (March-April),
or as soon as possible thereafter, for placements to begin the following fall. The cut-off date to be
admitted into the field sequence is August 1.

At this meeting, the student is encouraged to identify learning styles and educational needs and to explore
a variety of potential field experiences. After the meeting, the field education coordinator will provide the
student with an agency for a pre-placement interview. It is the responsibility of the student to call and
schedule the pre-placement interview and to keep the field education coordinator apprised of the
interview results.

To prepare for the pre-placement interview the student develops a brief resume or summary of activities,
course work, and interests. The student and the potential field instructor assess mutual expectations,
learning needs, experiences, scheduling needs, and any other relevant information to determine if the
match is acceptable.

The placement is secured once the student, field instructor, and field coordinator have agreed on the
placement. The student and field instructor must agree upon the scheduling of placement hours and a start
date prior to entering into this commitment. Field instructors are encouraged to assemble materials
including agency policies, brochures, as well as a list of readings the student needs to prepare for practice
in the specific setting.

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Students are expected to behave professionally throughout the placement process. If problems arise and
a placement cannot be found due to the student's behavior, professionalism, or presentation, the same
procedures used for terminating a placement will be employed.

BEGINNING THE FIELD INSTRUCTION RELATIONSHIP

Most experienced social workers distinctly remember their experiences as students. The field practice
memory may be recalled as exciting and challenging or frustrating and disappointing. Recollections
usually center on the relationship with the field instructor. The first few days of placement often set the
tone for the relationship between field instructors and students. During this time, field instructors can
communicate empathy about the natural concerns and anxieties inherent in a new experience, and they
can demonstrate their willingness to be available for support. In developing a trusting relationship with a
student, field instructors can individualize student needs and talents while honestly suggesting directions
of growth.

Criminal background check and legal requirements
Students may be required to undergo a criminal background check and/or drug testing and/or medical
screening, specified by the respective field agency prior to placement. In some cases, the agency will
absorb the cost for the student’s criminal background check. If the agency does not cover the cost,
the student will be solely responsible for payment. Agencies may deny a student the internship based
on the negative results from a felony or misdemeanor conviction, failure of a required drug test, or inability
to produce an appropriate health clearance. A criminal conviction restricts the school’s ability to place a
student in an agency to complete the requirement of the field dedication program, which could result in
delayed graduation or in the inability to graduate from the program.

Extension of a field placement
In those circumstances where an extension of the field placement is assessed by the program as
educationally appropriate, a plan for an additional period in the current placement will be made by the
school in collaboration with the agency field instructor, faculty liaison and student.

Such a plan will include a carefully articulated set of learning goals in which the student’s work will be
evaluated. Any plan for a field placement extension requires a prior approval from the field education
coordinator or chair of the department, as well as the University required paperwork for a course extension.

Orientation
The first few days of the field placement experience are critical to the successful adaptation of the
student to the field practice setting and field practice setting to student. It is common for both students
and field instructors to come into the placement with high expectations mixed with varying amounts of
anxiety. Although a certain amount of anxiety is natural and inevitable, a formal and comprehensive
orientation procedure will help to reduce its effects.

When the student first arrives at the field practice setting, it is important to tour the facilities (this also may
be done prior to the first day.) Introducing the student to staff, locating essential services (reception, rest
rooms, lunch areas, etc.), and providing adequate workspace for the student are particularly important
activities expected of the field instructor. Providing information about the telephone and computer
systems is a vital element of the orientation.

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During the first few days of field placement, the student requires ample time with her field instructor.
Questions, comments, and reactions should be encouraged. Discussions about the field practice setting -
- structure, components, mission, client demographics, and so forth, are important for the student's
acclimation to the agency environment. Reading materials such as policy manuals and brochures often
are useful. In addition, the student gets a feel for the field practice setting in informal meetings with
workers, such as staff conferences or coffee breaks, or through arranged interviews. Although students
need to read materials and become acclimated, this period of orientation should not last too long. Often,
students become anxious or frustrated when active assignments are delayed.

Orientation Checklist
The following are recommended activities to be included in the orientation process:

 Begin to negotiate the Learning Agreement with the student.
 Develop a written orientation schedule prior to student's first day.
 Circulate a memo to all staff introducing the student prior to student's arrival.
 Establish a physical workspace for the student prior to the student's arrival.
 Tour the field practice setting and community with the student.
 Introduce the student to clerical and receptionist staff.
 Arrange for administrative and supervisory staff to meet with the student.
 Provide student with a local map and information about the community.
 Provide instructions for completing agency forms.
 Specify the agency expectations on rules of behavior and appropriate dress.
 Explain the role of social workers within the field practice setting.
 Provide the student with written material on the field practice setting including mission, history,

organizational structure, funding sources, policies, and so on.
 Arrange for the student to observe/interview various staff persons within the field practice setting.
 Develop a bibliography of suggested readings relevant to the field setting.
 Develop a list of abbreviations, symbols, and technical terminology peculiar to the field setting.
 Arrange for specific weekly supervision times and discuss the supervision process.
 Connect the student with a mentor to help acquaint the student with the community. The student

may accompany the mentor on a few field visits and become familiar with community resources.
 Help the student identify problems or fears related to performance expectations.
 Review the student’s past and future course assignments in social work and related disciplines.

Adapted from Wilson, Field Instruction (1986) and Shulman, Teaching Helping Skills (1993).

It is important for the field instructor to review agency protocol for managing dangerous
client situations such as mandatory reporting, clients who may discuss or threaten

suicide/homicide, drugs/alcohol, weapons, and other safety issues so that students are
prepared prior to an incident as to how to proceed.

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THE LEARNING AGREEMENT

Developing the Learning Agreement
The student and field instructor plan for meeting the educational objectives of the field practice course.
This is primarily accomplished through development of the Learning Agreement following the orientation
period. Within the parameters of the field practice setting, the student is responsible for identifying
specific tasks and strategies to meet the objectives. It is the responsibility of the student to complete the
Learning Agreement after consultation and consensus with the field instructor, field liaison, and/or field
practice coordinator.

The design of the Learning Agreement/Evaluation form ensures that the Learning Agreement directly
relates to the Program’s ten social work competencies. The competencies structure the teaching/learning
process by providing students and field instructors with specific expectations in social work knowledge,
values, and skills that the student should be experiencing in the field. When evaluating the student’s
progress, the form enables the student, faculty, and field instructor to link the evaluation to discrete
assignments.

For example, competency four relates to the development of research skills. Each student should be
assigned a task or assignment that will enable the student to demonstrate an ability to apply research to
practice. The assignment might include conducting a literature review related to an issue arising in practice
or designing a survey to be used as part of a program evaluation. When evaluating the student on
competency four at the end of each semester, the field instructor is able to review the student’s work on
the specific assignment identified in the Learning Agreement. This will provide relevant and concrete
examples of the student’s performance.

The student and field instructor may experience uncertainty about some of the learning objectives or may
not be able to think of assignments relevant to a specific objective. The field liaison will review these
objectives during field visits and can be helpful in developing assignments.

The Learning Agreement is a living document. It should be reviewed and updated frequently by the
student and field instructor during supervision sessions. There may be one or two competencies that are
not able to be worked on in a particular field placement. However, over the course of the four semesters
of field practice, students are expected to have the opportunity to gain experience in each field competency.

A student entering an initial field placement with no prior social work experience generally has limited
ideas about specific learning goals and the type of experiences available at the field practice setting. The
student may expect the field instructor to take complete control over the structure of the practice
experience. After providing information on what the field practice setting and instructor have to offer, the
field instructor may need to suggest some learning goals. With an inexperienced student, the field
instructor may need to actively solicit ongoing student input and reactions.

In contrast, a student with social work experience through employment or prior placement often will be
able to participate actively in the development of the Learning Agreement. This student may have some
idea of personal strengths and learning goals needed to continue professional development. The field
instructor’s role with the experienced student is to assist the student in defining learning goals and to
challenge the student to evaluate all areas of practice.

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Student learning styles vary widely. In developing the Learning Agreement, the field instructor and
student should consider the student's preferred style of learning. For example, does the student prefer a
highly structured experience with frequent opportunities for feedback from the instructor? Or does the
student have a self-directed approach to learning, preferring opportunities to take the initiative in defining
and performing tasks? The field instructor and student should discuss the student's learning style in the
early stages of the placement.

The first draft of the Learning Agreement should be completed early in the placement experience, but no
later than the first field class in October. This provides the student with time to become oriented to the
agency, to discuss possible assignments with the field instructor, and to develop an understanding of each

area of the curriculum to be evaluated. The Learning Agreement is a student assignment and
the responsibility for completing it rests with the student.

In those cases where a student has to undergo an initial training period or otherwise has a late beginning
to field, the October deadline remains in effect. It is the responsibility of the student to plan the
assignments that will be undertaken in the field (including pre-placement training programs) by meeting
with the field instructor and/or faculty liaison.

The evaluation of student performance, completed at the end of each semester of placement is based
directly on the assignments listed under each competency. The process should be a fluid one in which
student strengths and areas for growth can be addressed.

THE TEACHING/LEARNING PROCESS

The process of teaching in the field parallels many of familiar social work practice strategies and practice
roles. It involves attention to the relationship as well as the specific knowledge and skill development
necessary to complete practice assignments. Further, as a socializing agent for the social work profession,
field instructors attend to value issues inherent to social work practice.

Field instructors must take primary responsibility for driving the learning process. This includes following
through on the assignment of appropriate tasks and projects, ensuring that students understand their role,
following through on supervision, monitoring of assignments, and providing regular feedback to the
students (Navari & Mahan, 2002, p. 5-7).

The practice experiences form the basis of student learning. A student should be given client- related
experiences as soon as possible upon beginning field practice. The number and types of assignments
depend upon the student's current level of skill and the type of services provided. Supervision provides
opportunities for the student to reflect upon learning, including emotional responses. Journals, process
recordings, case summaries, learning reflections, and other written or verbal assignments may serve as
teaching tools.

Supervision
Within supervision meetings, field instructors and students generalize the concepts discussed in practice.
These discussions are the heart of teaching in the field, allowing students to transfer their learning from
the immediate situation to future practice. While it is necessary for field instructors to help students to

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process emotional and values-based content, field instructors must be attuned to the supervision/therapy
boundary issue by maintaining the educational agreement.

The Social Work Program requires minimum supervision of 1/2 hour per week for juniors, and one
hour per week for seniors. While the Program recognizes that the nature of social work practice means
emergencies will occasionally interfere with scheduled meetings, field instructors should make every
effort to maintain scheduled meetings. Suggested agenda items for supervision sessions include:

 Discussion of cases/assignments
 Ethical conflicts/questions; values issues
 Staff/field practice setting issues
 Review & critique of written documentation
 Exploration of diversity/cultural issues
 Discussion of field practice setting purpose, mission, history, etc.
 Community resources and obstacles
 Interdisciplinary collaborations
(adopted from Navari & Mahan, 2002)

Maintaining a collaborative approach to the process of teaching/learning in the field provides field
instructors with a source of new learning and creates an atmosphere that reinforces a student's growing
sense of professionalism. Often field instructors report gaining fresh insights and infusion of energy as
benefits of serving in a teaching role in the agency setting.

The key components of teaching in the field involve developing diverse and challenging practice
assignments, encouraging the student to develop means for reflecting on practice, providing student with
opportunities for knowledge and skill development, helping students generalize from case experiences to
overall practice and supporting an environment in which students can be learners in a collaborative
process.

Performance Evaluation
Evaluation of the student is a teaching strategy which is ongoing, both formal and informal, and engaged
in by the field instructor and student. Formally, the evaluation process includes the mid- semester progress
report (fall semester only) and the end-of-semester evaluation (fall and spring semesters). It is important
to recognize that both the student and field instructor may experience anxiety about evaluations and to
discuss it together as a common occurrence accompanying evaluations. Field instructors should also
discuss their approach to evaluations with the student.

Informally, students should receive both positive and constructive feedback about their practice in relation
to the social work core competencies. Continuous sharing reduces the chances for surprises in written
evaluations. Feedback may be given in scheduled or unscheduled conferences or in impromptu meetings.

The design of the Learning Agreement/Evaluation form ensures that the Learning Agreement directly
relates to the program competencies. Students should be given assignments that allow them to improve
their ability to perform the practice behaviors identified in the Learning Agreement and thereby
demonstrate their level of attainment of each competency.

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Formal evaluations may be completed in a number of ways: (a) The instructor may complete the evaluation
and then discuss it with the student; (b) the student and instructor may complete the evaluation together;
(c) the instructor may ask the student to complete the evaluation, and the instructor reviews and makes
adjustments; or (d) the student may provide information to the instructor to assist in completing the
evaluation. Regardless of the method used, the student and instructor must have a conference to discuss
the evaluation prior to submitting it to the field liaison. Both parties are required to sign the evaluation
form.

During the evaluation conference the instructor and student discuss the implications of the evaluation for
future planning; for the second half of the placement if the evaluation is for the first semester or for future
goals if the evaluation is at the end of the placement. Field instructors should be open to making changes
in the evaluation based on the discussion with students when there is mutual agreement to make a change.
Part of the final evaluation discussion might be to develop the substance of a reference that might be given
for the student if requested.

As part of the evaluation, the student is helped to establish continuing goals for practice and/or education.
The agency field instructor submits the end-of-term evaluation for the student and the student is provided
with the opportunity to contribute a self-evaluation and to review and sign the evaluation before it is
submitted. The final grade decision rests with the University of Saint Joseph field liaison who is aware
of the varying expectations and demands of each field setting. Grading for the field practice experience
is consistent with the University of Saint Joseph’s grading system. After final evaluations are submitted
the student is asked to do an evaluation of the fieldwork experience and field placement.

THE FIELD SEMINAR
Field Course Sequence:

• SOCW 386/385-CP Field I
• SOCW 388/387-CP Field II
• SOCW 482/486-CP Field III and SOCW 481 Field III-Extended Year
• SOCW 484/487-CP Field IV and SOCW 483 Field IV-Extended Year
• SOCW 485 Field V-Extended Year

In the field seminar, students come together in small groups to discuss field experiences. Facilitated by
the field liaison, students meet biweekly with occasional plenary sessions. This allows for regular
communication between each student and her field liaison.

The field seminar is designed as a mutual aid model where collaborative learning occurs. Students share
experiences, give and receive support, generate ideas and alternatives for each other's practice experiences,
and have opportunities to integrate classroom learning with field learning. Students submit professional
journal assignments to document their learning. This and other assignments provide opportunities for the
student to engage in an ongoing dialogue with the field liaison.

The four field courses constitute a progression through the field education process where the student is
involved in higher level experience as she advances through each of the four courses.

Field I is an orientation to social work education, the field placement and supervision. Students learn how
to settle in to the learning process and learn how to learn from their field instructors. They develop their

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Learning Agreements and discover what is expected in their placements. Students are introduced to
Process Recordings and Reflective Summaries that are also used as learning tools.

Field II continues the first year of the students’ developing their social work learning. This semester
practicing social work skills and learning how to understand and integrate theory and practice are stressed
at the field placement and in class. Social work ethics and values are discussed and reviewed as they are
identified in the field placements. Comparing social work and personal values are a topic for reflection
and sharing.

Field III is an advanced level course and students are expected to show entry-level mastery of the
competencies throughout the year. Foci include ethical decision-making, practice skill building,
application of theory to practice and collegiality.

Field IV is a continuation of Field III. Role playing to demonstrate practice skills and concepts are regular
occurrences in class. Ethical decision making exercises are used in class. Opportunities to identify issues,
concepts and themes that need more attention are discussed and sessions are planned accordingly. Special
attention is given to understanding professional roles and boundaries in the transition from student to
professional.

Field V completes the field sequence for students who opted to extend their placement into the summer.
It continues the content from Field IV.

PROBLEMS IN FIELD PRACTICE

Undergraduate field practice is a challenging experience, which sometimes results in a student having
difficulty with aspects of the placement. When problems arise, the student is encouraged to meet with her
field instructor and field liaison and, when appropriate, to share concerns in the field practice seminar.
Most problems can be resolved if directly confronted at the earliest stages. The field liaison is a key
resource for the student to discuss issues, develop problem-solving strategies, and may also act as an
advocate on behalf of the student. The field liaison may initiate a meeting with the field instructor and
student as part of a problem solving process. Often a written agreement will be developed detailing mutual
responsibilities to address the problem.

The results of this preliminary process generally fall into one of the following categories:

1. All parties are comfortable continuing the placement. The field liaison closely monitors the
placement, providing support for the student and field instructor.

2. It is determined that the field practice setting is not able to provide an acceptable field experience
for the student, or the match of the student to the agency/field instructor /practice setting is
inappropriate. The decision may be made to terminate the placement. At that time, the student
should meet with the field education coordinator to arrange for a new field placement. The student
whose placement is changed is still responsible for completing the required number of field hours.
Time spent at the original field practice setting will count toward the semester hours. All
previously accumulated field hours will be counted towards the total semester field placement
hours.

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3. It is determined that the student at this point is not able to successfully complete the field practice
requirement. The student must earn a minimum grade of a C in all major courses to continue in
the program. The student earning below a C in a field practice course will meet with the field
liaison and program director to discuss the student's status. In some cases the Social Work
Department may make referrals to campus resources such as the Counseling Center or the Center
for Academic Excellence. The student may be allowed to resume the field sequence or be granted
probationary status. The student may decide at this time to withdraw from the Social Work
Program to pursue other option(s).

4. As with other courses, the student may withdraw from a field practice for personal or health
reasons. In these cases, the student may seek a leave of absence according to University policy
and/or may delay taking the field practice/methods sequence.

5. It is determined that a student is unable to meet the requirements of the Social Work Program. The
Program recognizes that, for a variety of reasons, some students who wish to be professional social
workers may not be able to achieve their goal. When the goal is jeopardized by academic
performance or personal conduct, the Program has a professional responsibility to act in the interest
of the student, the Program, and potential clients. To this end, the Program has developed
termination and appeals procedures.

RESPONSIBILITIES OF ALL PARTIES

The objectives of the field practice curriculum are actualized through the mutual responsibilities of the
Social Work Program, the field liaison, the field practice setting, and the student:

The Social Work Program
1. Recruiting, orienting, and training new field instructors and agencies.
2. Placing students in an appropriate field practice settings.
3. Providing course syllabi, academic calendar, Undergraduate Social Work Program Guide, and
University information to students and agencies.
4. Consulting with field instructors to plan for the students in accordance with the objectives of field
practice.
5. Aiding in the professional growth of field instructors in their roles as teachers and instructors.
6. Providing information to field practice settings on students’ backgrounds, educational needs, and
interests.
7. Regularly meeting with students’ in placement to evaluate the performance and progress of the
practice experiences.
8. Meeting with field instructors and students to consult in the development of the Learning
Agreements/Evaluations.

Field Liaison Responsibilities
1. Monitoring the placement and progress of students in the liaison's field seminar section.
2. Facilitating the field practice seminar and grades seminar assignments.
3. Conducting one to two visits to the field setting during the fall semester and one visit during the
spring semester to meet with the student and field instructor.

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4. Assisting the student and field instructor with the development of the Learning Agreement, reviews
student strengths and areas needing further growth, reviews student assignments, and helps to
establish goals for student learning.

5. Being available for phone or in person consultation with instructor, as needed.
6. Determining and assigning the final grade for each semester's field practice course.

The Field Instructors/Field Practice Setting
1. Providing adequate space (i.e., desk, telephone, access to a computer, etc.) for the student.
2. Providing an orientation to the services, facilities, and policies of the field practice setting.
3. Meeting weekly with the student to plan and assess learning goals and tasks, to explore issues and
to provide feedback and practice suggestion throughout the semester on professional development
(1/2 hour/week with juniors, one hour/week with seniors).
4. Collaborating with student(s) to complete the following field education course requirements, field
placement schedule, weekly supervision schedule, Learning Agreement and Final Evaluations.
5. Planning assignments geared to promoting the student's learning, professional growth,
understanding of the breadth and depth of the profession, and interventions with diverse client
systems.
6. Participating in conferences with the field liaison and student.
7. Attending required field instructors' meetings, one meeting per semester.
8. Modeling social work practice, including professional values and ethics.
9. Consulting with the field liaison as soon as possible regarding any problems arising in the
learning/teaching process or in student performance.
10. Evaluating the student's progress toward meeting learning goals on an ongoing basis.
11. Preparing a written evaluation of the student's performance using the educational outcomes as
developed in the Learning Agreement/Evaluation tool.
12. Discussing the written evaluation with the student before submitting it to the program.
13. Reimbursing the student for legitimate expenses incurred while on agency business.

The Student
1. Communication with faculty on regular basis
2. Developing the written learning goals for achieving the competencies in the Learning Agreement
in consultation with instructor.
3. Assuming initiative and self-directed learning on a gradually increasing basis.
4. Performing in a responsible professional manner by keeping commitments to the field practice
setting, field instructor, clients, and field liaison.
5. Notifying the field instructors of unavoidable absences and tardiness in advance and arranging to
make up hours.
6. Completing work assigned by the field instructor and being accountable for completing field
practice documents within specified time frames.
7. Learning and operationalizing the values and ethics of the social work profession and abiding by
field practice setting policies and procedures.
8. Actively working toward achievement of learning goals through ongoing self-evaluation
9. Using the field instructor and field liaison as resources in professional development including the
updating of the field liaison of any developments that may impact learning

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10. Monitoring the status of the Learning Agreement and participating in preparing written
evaluations.

11. Scheduling conferences with the field instructor and field liaison.
12. Successfully fulfilling the field education course requirements.
13. Dressing in professional attire appearance that should be consistent with the agency norms and

expectations

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III. FIELD PRACTICE POLICIES

JUNIOR/SENIOR PLACEMENT SETTINGS

The junior and senior year field placements must be completed at two different settings. Occasionally,
upon request, students may be allowed to remain at the same agency for their senior year if the field
practice setting is able to offer a substantively different second year experience and a different field
instructor from the junior year. The field education coordinator must approve each placement.

CONCURRENT FIELD/METHODS

Students must take field practice courses concurrently with the methods sequence. Students who require
an alternative schedule for field practice should discuss their needs with the field practice coordinator.
The Social Work Program does not currently offer a block placement format.

CONTINUITY OF FIELD PLACEMENT

It is the policy of the Social Work Program for students to continue field practice through the end of classes
in each semester, regardless of the completion of the required hours. Learning in the field is best when
student are able to have a continuous experience in the agency and includes the integration of classroom
learning with field experience. To maximize the educational benefit of the seminar, students should have
ongoing opportunities to share practice issues in field seminar and in the classroom throughout the entire
semester.

CONFIDENTIALITY OF STUDENT INFORMATION

The field education coordinator may share relevant information with appropriate persons (field instructor,
field liaison, program director, student advisor). The Program supports student rights to privacy but also
supports an informed choice by the field practice setting and the need to provide agencies with
professionally relevant information. In the case of legally protected information, the student will be asked
to sign a release of information form. In the case of a student disability, the policy governing student
disabilities will prevail.

STUDENTS WITH DISABILITIES

A student with a documented disability who requests accommodations must contact the Americans with
Disabilities Act (ADA) Coordinator on campus. The office will make a disability determination, and
coordinate the discussion of accommodations with the field practice coordinator and/or the field liaison.
The field practice setting should be informed to determine the field practice setting’s ability to make
reasonable accommodations, if requested by the student. The Social Work Program supports and will

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advocate for reasonable accommodations in the field for students with documented disabilities. Please
see the University policy in the University of Saint Joseph Student Handbook for additional details.

STUDENT USE OF INTERN TITLE

As supported by the professional obligation of informed consent and the NASW Code of Ethics (2017),
students must identify themselves as student interns in interactions with clients, colleagues and in all record
keeping and correspondence.

EMPLOYED FIELD PLACEMENTS

Students may request a field placement in their place of employment. The request must be made to the
field education coordinator. The proposal is evaluated in accordance with the following policies.

1. Complete the Field Placement Application prior to approval.
2. Only one of the two required placements may occur at the place of employment.
3. The assignments and activities proposed must be substantively different from the work

responsibilities of the student and the assignments must meet the Social Work Program criteria for
the level of the student.
4. The field instructor may not be the same individual who has employment supervisory
responsibility for the student.

The intention behind this policy is to ensure that all students enjoy opportunities to learn and grow in field
practice. Students should be challenged with new assignments, given supervision that promotes their
growth, encouraged to ask questions, feel safe taking risks and be free to make mistakes so that they can
learn. Not all employers are able to provide their staff with a quality field practice experience.

LABOR CONFLICTS

Field instructors should inform the field liaison or the field education coordinator whenever there is a
planned work stoppage or other labor job action in the field practice setting. Students are not employees
of the field practice setting and should not be required to cross picket lines. A lengthy strike may result in
termination of a placement and transfer of the student to an alternative site. Alternative, temporary practice
assignments may be considered if they provide appropriate learning opportunities and are adequately
supervised.

MILEAGE REIMBURSEMENTS

Students are responsible for their own transportation to and from the field practice setting. If a student
incurs travel expenses related to an approved practice assignment, the field practice setting should provide
reimbursement at the same rate as provided to employees.

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Students are warned that the use of their own cars to transport clients is discouraged. In case of an accident,
the student’s personal insurance coverage is likely to be affected and the student may not be covered by
school or agency insurance for this purpose.

ORIENTATION FOR FIRST-TIME FIELD INSTRUCTORS

There is a meeting in early September for all first time field instructors. This meeting is in addition to the
field supervision workshops. At this meeting, the field education coordinator will review curriculum and
field policies.

PROFESSIONAL DEVELOPMENT FOR FIELD INSTRUCTORS

Once each semester the field education coordinator plans a workshop for field instructors. At these
meetings, Social Work Program faculty and invited speakers present on topics that promote exemplary
practice in field instruction. Like the field seminar classes, the content of these meetings vary as they are
shaped by issues that arise from field placement experiences, emerging issues in social work practice, and
specific professional development topics requested by field instructors. All field instructors are encouraged
to attend.

NON-SOCIAL WORKERS AS FIELD INSTRUCTORS

It is the policy of the Social Work Program to seek qualified, experienced social workers to provide
supervision to students in field practice. There are some specialized settings or unique learning
opportunities where the field coordinator may approve placement with a non-social work instructor. In
these cases, students must arrange for supplemental social work supervision with a social worker affiliated
with the organization (board member, consultant), with an alumna of the USJ Social Work Program, or
with program faculty. Supplemental social work supervision must occur at least bi-weekly. All such
arrangements need to be put into a written proposal and must be approved by the field education
coordinator.

SAFETY POLICY

At the beginning of the field practice seminar, faculty provide students with information and guidance
regarding personal safety in social work practice. The faculty review strategies for awareness of the
environment, becoming familiar with the safety issues and protocols within the field practice setting, and
recognizing risk in practice situations. Faculty will advocate for safe practices at placement sites including
premises security and attention to the safety needs of students and employees. Agencies that are not able
to provide a safe working environment will not be used as field placement sites.

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FIELD EDUCATION INCLEMENT WEATHER POLICY
Students should use judgment regarding responsibility and safety when deciding whether or not to attend
their field placements on snowy days. This includes communicating directly with the field instructor.
When a student’s field placement agency is closed due to weather conditions the student does not need to
make-up the hours, unless the missed hours exceed 12 (Completion Program), 16 for juniors or 24
(Completion Program) or 32 for seniors. Hours missed under other circumstances must be made-up.
Though time in the agency is most desirable, when acceptable to the field instructor, some hours may be
made-up away from the agency. Examples of work that can be accomplished away from the agency
include proposal writing, meeting preparation, preparation for client contact, curricular review, and some
research activities as approved by the field instructor.
POLICY PROHIBITING ROMANTIC/SEXUAL RELATIONSHIPS BETWEEN STUDENTS
AND INSTRUCTORS
Consensual romantic/sexual relationships between students and field instructors or other agency
supervisory personnel while the student is placed at the field practice setting are not appropriate. Entering
into a relationship of this sort by an instructor is a violation of the NASW Code of Ethics. If a romantic
relationship is discovered, the Social Work Program will terminate the placement and may initiate a
complaint with the NASW Committee on Inquiry or other professional review board.

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IV. SOCIAL WORK PROGRAM & APPLICABLE UNIVERSITY POLICIES

SOCIAL WORK PROGRAM POLICIES

SOCIAL MEDIA POLICIES

Cell Phone Policy
The use of cell phones during class time is prohibited. Cell phones should be silenced before class begins.
In the case of an emergency, students are expected to step out of the room to take the call. Students should
not be engaged with phones or tablets to text, review receive texts, or browse the internet during class
time. Failure to meet these expectations may result in a loss of participation points or a request from the
instructor to leave class.

Students are reminded not to use personal cell phones when communicating with clients unless the number
is blocked from view. Exposing a personal number to a client creates potential boundary problems (calls
from clients at home, late at night, when socializing, etc.) and safety concerns.

Electronic Communication
Students are expected to follow appropriate email etiquette when communicating with faculty, staff,
agency personnel and peers. Email is a professional form of communication and students should always
show respect and civility in all correspondence. Correct grammar and spelling are expected at all times.
Inappropriate use of email will be grounds for student review. Students are expected to check their USJ
account and to keep it active while in the program. Departmental correspondence including course related
materials sent through the Blackboard system will only be sent using the student’s official USJ email.

Social Media Policy
Students are expected to adhere to the standards and guidelines of the social work profession when
interacting with classmates, field instructors and colleagues using social media or social networking sites
such as, but not limited to, LinkedIn, Twitter, Facebook, YouTube, Telegram, Instagram, Reddit,
Snapchat, Tumblr, etc. Establishing informal relationships with faculty and clients through social media
and networking sites can make it difficult to maintain professional boundaries and thus is not appropriate.
Students should never become Facebook friends with clients or their family members. Faculty do not
accept friend requests on Facebook from current students, although following graduation, those faculty
who choose to do so may stay in touch with alumni in this manner. The Social Work program maintains
a Facebook page to disseminate program information and updates to anyone who wishes to “like” the
page.

Students should review the privacy settings of all social media sites. Students should be aware that all
social networking postings can potentially be made available to the public at large including their
prospective clients, employers and colleagues. Privacy settings are never absolute, so confidential or
personal information about peers, clients, or faculty should never be posted online. It is expected that
students follow professional confidentiality standards in both face to face and online environments.
Before communicating online, students are cautioned to think through carefully their postings which
reflect on themselves, their field agency, the Social Work Program and the social work profession itself.

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All postings should be professional and respectful in tone including those “private” posts between site
members.

Violations of the NASW Code of Ethics occurring online can result in disciplinary action including
possible dismissal from the program and sanctions from NASW.

Social Media Policies adopted from: Indiana University BSW Program Policies, available online:
https://socialwork.iupui.edu/BSW/_documents/BSW%20Handbook%202013-2015%20Final.pdf (page
34).

ADVISING POLICY
Students are expected to prepare for advising session appointments as they would for any other
professional meeting. This includes keeping records from prior meetings about course needs, researching
current scheduling options and coming prepared with specific questions. Social workers must know how
to navigate complex systems, manage paperwork, and locate resources. All of these skills can be
evidenced when a student is well prepared for an advising session.

STUDENT RIGHT TO PARTICIPATE IN FORMULATING & MODIFYING
ACADEMIC/STUDENT AFFAIRS POLICIES

The Social Work Program values student input and seeks constructive feedback and suggestions regarding
their experiences in the program. Students are encouraged to voice any concerns in a professional manner
with the program director or other responsible faculty. When voicing a concern, students are encouraged
to consider how the policy under consideration impacts others in the program as well as themselves.

ACADEMIC INTEGRITY

Students are expected to produce original work for all course and field work assignments and to cite the
work of others using APA format. The University of Saint Joseph Policy on Academic Integrity and the
NASW Code of Ethics prohibit academic dishonesty. Students who are found to have plagiarized or
otherwise violated academic integrity standards face grade penalties, and in some cases face dismissal
from the field practice setting, the Social Work Program, and from the University. Under University
policy, faculty are obligated to report all academic integrity violations to the Office of Academic Integrity.
Students should review the detailed Policy on Academic Integrity available in MY USJ under the Office of
Academic Integrity.

INCLEMENT WEATHER/ SNOW POLICY

When classes are cancelled due to weather, at the time of class, students are responsible for checking their
USJ e-mail and Blackboard for alternative assignments and/or arrangements posted by the professor.
Professors may post additional readings, Blackboard assignments/discussions, and/or when feasible
extend class sessions or plan a make-up a class session. Faculty are responsible for ensuring that class

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content is covered and that each course meets for sufficient hours. See Field Education Snow Policy for
specifics related to poor weather and field placement attendance.

CREDIT FOR LIFE EXPERIENCE

The Social Work Program does not grant social work course credit for life experience or previous work
experiences.

TRANSFER OF CREDIT POLICY

The Social Work Program does not accept courses taken outside of the Social Work Program to satisfy
requirements of the social work sequence (SOCW courses, not including SOCW 102 Introduction to
Social Work). The Department has determined specific community college courses to be equivalent to
SOCW 102 Introduction to Social Work.

The Program will consider courses taken at another CSWE Accredited BSW Social Work Program if the
content of such course substantially corresponds to the content of the course for which the equivalency is
being requested. Students must submit a copy of the course description and a syllabus at the time of
making the request. All such requests should be submitted to the director of the Social Work Program
who will notify the student of the decision following consultation with relevant Program faculty. The
faculty will consider students' requests to transfer other social work courses on a case by case basis,
provided that 1) the courses were taken at a CSWE accredited baccalaureate program and 2) the
department finds the courses equivalent to those offered at the University of Saint Joseph.

UNIVERSITY OF SAINT JOSEPH POLICIES

NON-DISCRIMINATION STATEMENT

The University of Saint Joseph does not discriminate on the basis of race, color, ethnicity or national
origin; sex; religious creed; disability; age; sexual orientation; or marital status in the administration of its
educational policies, admissions policies, scholarship and loan programs. The University is committed to
creating a community in which a diverse student population can live and work with tolerance and respect
for the rights of each individual.

COURSE REPITION

Per University policy, students are prohibited from retaking a course more than twice. Students who do
not earn a grade of “C” or better in a required social work course after three attempts will be required to
pursue another major.

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STUDENTS WITH DISABILITIES

The University of Saint Joseph is committed to providing equal educational opportunity and full
participation for individuals with disabilities. Student Accessibility Services at USJ facilitates the
reduction or elimination of disability-related barriers encountered by students with documented permanent
and temporary disabilities such as ADHD, ASD, learning disabilities, psychological disabilities, deafness
and hearing loss, blindness and vision loss, and physical disabilities. Please visit the Student Accessibility
Services page on MyUSJ for information about initiating services.

The University of Saint Joseph coordinator of disability services provides assistance for any special
student needs. Consistent with the University policy, help will be provided to social work students with
learning disabilities and other documented needs that require accommodation and support. The University
policy states:

In accordance with Section 504 of the Rehabilitation Act of 1973, which prohibits
discrimination on the basis of disability, and the Americans with Disabilities Act of
1990, the University of Saint Joseph is committed to the goal of achieving equal
educational opportunities and full participation in higher education for persons with
disabilities.

The Office of Disability Services at the University of Saint Joseph, strives to provide qualified students
with documented disabilities equal access to programs, facilities and services. By supporting students in
becoming successful self-advocates, enhancing disability awareness amongst the University community,
and working collaboratively and productively with other departments on campus, the Office of Disability
Services works to provide students with a strong foundation for achieving academic and personal success.

It is the student's responsibility to self-identify to the coordinator of disability services. A student must
submit a request for accommodations and support services each semester. Accommodations are not
retroactive, therefore students are advised to disclose and request accommodations early in the semester.

CONDEMNING ACTS OF HATRED AND VIOLENCE

All members of the University of Saint Joseph community welcome affirm and encourage the right to full
participation of all its members and condemn behavior that makes any individual feel inferior to others
because of their race, class, ethnicity, gender, age, religion, sexual orientation and/or physical or mental
disabilities. The University of Saint Joseph community does not tolerate threats of violence or acts of
hatred.

Behavior that denigrates others on the basis of difference is unacceptable in a learning environment
dedicated to Judeo-Christian values. Such behavior may result in penalties up to and including termination
for employees and expulsion for students.

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HARASSMENT POLICY

Behavior or activities which may endanger the physical or mental well-being of others including idle or
real threats, the possession and/or use of firearms and other arms, fireworks, hazardous chemicals and
other real or potential weapons, are strictly prohibited. Students who engage in such behavior may be
subject to penalties up to and including expulsion. If a victim of harassment, you may contact either the
Provost, the Dean of Students, Personal Counseling Office and Wellness Center.

Provost ext. 5229
V.P. of Student Affairs/Dean of Students ext. 5430
Director of Counseling & Wellness ext. 5366
Director of Health Services ext. 5272
Director of Residential Life and Housing ext. 5620
Director of Human Resources ext. 5390
Public Safety ext. 5222

SEXUAL HARASSMENT POLICY

Unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual
nature constitute sexual harassment when:

 Submission to such conduct is made either explicitly or implicitly a term or condition of an
individual’s employment or education;

 Submission to or rejection of such conduct by an individual is used as the basis for academic or
employment decision affecting that;

 Such conduct has the purpose or effect of substantially interfering with an individual’s academic
or professional performance or creating an intimidating, hostile, or offensive employment,
educational or living environment.

It is the policy of the University of Saint Joseph that no member of the University community may
sexually harass another. Any faculty member, employee or student will be subject to disciplinary action
for violation of this policy.

The University of Saint Joseph has established the following procedures to protect your rights and to
provide an environment that is free of sexual harassment. Additional information on sexual harassment
can be obtained from the Personal Counseling Office, Office of Student
Services, Human Resources Office or Health Services.

Consent
Consent must be given by participants in sexual activity. Mutually understandable and communicated
words must be used. Verbal agreement must be present throughout the activity and can be revoked at any
time; silence or a prior relationship is not sufficient to indicate consent. Consent may not be given by a
minor, someone who is asleep, drugged, intoxicated, unconscious, or by anyone whose capacity or ability
to provide informed consent is otherwise physically or mentally impaired. If a participant is under the
influence of alcohol or other drugs she or he may be unable to give consent as it is defined by state law.

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An individual accused of sexual misconduct does not avoid responsibility because he or she was under the
influence of alcohol or drugs.

Consent as a result of coercion, intimidation, force or threat is not an effective consent. Past consent of
sexual activity does not imply ongoing future consent.

Reporting an Assault
The University of Saint Joseph encourages individuals to report a situation in which she or he believes a
sexual assault has occurred in order to ensure that appropriate support and resources are provided. It is
very important for the sexual assault survivor to consider contacting Public Safety immediately (before
showering, washing etc.) to preserve any and all evidence that may be present for potential use in criminal
proceedings, if desired. Any information regarding sexual assault on or off campus can be reported to any
of the following offices:

Sexual Harassment Policy - Informal Procedures
If you feel that you have been a victim of sexual harassment, contact one of the following people:

Provost ext. 5229
V.P. of Student Affairs/Dean of Students ext. 5430
Director of Counseling & Wellness ext. 5366
Director of Health Services ext. 5272
Director of Residential Life and Housing ext. 5620
Director of Human Resources ext. 5390
Public Safety ext. 5222

The person you contact will provide you with information and/or assistance in mediating the complaint,
or if appropriate and desired, follow through with formal procedures.

Sexual Misconduct

The University of Saint Joseph and its faculty and staff are committed to supporting our students and
seeking an environment that is free of bias, discrimination, and harassment. If you have encountered any
form of sexual misconduct (e.g. sexual assault, sexual harassment, stalking, domestic or dating violence),
we encourage you to report this to the University.

If you speak with a faculty or staff member about an incident of misconduct, that member must notify
USJ’s Title IX Coordinator, Rayna Dyton-White, at 860-231-5487 or by email at [email protected]
and share the basic fact of your experience with her. The Title IX Coordinator will then be available to
assist you in understanding all of your options and in connecting you with resources on and off campus.

If you wish to speak with a confidential resource, you may contact the Counseling and Wellness Center
or Student Health Services 860-231- 5530. To view USJ's sexual misconduct policy and for additional
resources, visit the MyUSJ/Sexual Misconduct tab.

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V. FIELD EXCLUSION, PROGRAM TERMINATION & APPEAL POLICIES
Several standards come into play when excluding a student from field practice or dismissing a student
for reasons of academic and professional performance. The standards address a minimum grade point
average (GPA), academic integrity, and abiding by the NASW Code of Ethics. Special attention is
given to the NASW Code of Ethics, section 4.05, Impairment.

MINIMUM GRADE POINT AVERAGE

The University requires a junior/senior student to maintain a minimum grade point average (GPA) to
maintain satisfactory academic progress. If a student with 60 or more credits has a GPA that falls below
2.0, the student is placed on academic probation. University policies on academic probation, dismissal,
and appeals may be found in the University of Saint Joseph Course Catalog and Student Handbook.

The Social Work Program further requires each student to earn a minimum grade of C in each of the
required social work courses to continue in the program. The student may request the opportunity to
retake a course in which a lower grade was earned. Permission to retake a course is at the discretion of
the program director in consultation with the social work faculty. Poor performance in a field practice
course may also constitute the basis for departmental action to dismiss a student from the Program.

Performance in field practice courses is evaluated in terms of program competencies. The Program
expects the student will demonstrate competency in the areas identified in the Learning Agreement that
form the basis of beginning-level social work practice. Demonstrating competence in the field is an
academic question. For this reason, the field liaison assigns final grades to field practice courses.
Failure to earn a minimum grade of C in a field practice course indicates that the student has not
demonstrated achievement of required competencies for practice.

ACADEMIC INTEGRITY

Students are expected to produce original work for all course and field work assignments and to cite the
work of others using APA format. The University of Saint Joseph Policy on Academic Integrity and the
NASW Code of Ethics prohibit academic dishonesty. Students who are found to have plagiarized or
otherwise violated academic integrity standards face grade penalties, and in some cases face dismissal
from the field practice setting, the Social Work Program, and from the University. Under University
policy, faculty are obligated to report all academic integrity violations to the Office of Academic Integrity.
Students should review the detailed Policy on Academic Integrity available in MY USJ under the Office of
Academic Integrity.

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NASW CODE OF ETHICS (1999) SECTION 4.05 IMPAIRMENT

The NASW Code of Ethics (2017) in pertinent part states:
4.05 Impairment
(a) Social workers should not allow their own personal problems, psychosocial distress, legal problems,
substance abuse, or mental health difficulties to interfere with their professional judgment and performance
or to jeopardize the best interests of people for whom they have a professional responsibility.

(b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or
mental health difficulties interfere with their professional judgment and performance should immediately
seek consultation and take appropriate remedial action by seeking professional help, making adjustments
in workload, terminating practice, or taking any other steps necessary to protect clients and others.

Students are admitted to field practice at the discretion of Social Work Department. If a student
experiences or appears to be experiencing an impairment as defined in the NASW Code of Ethics
Section 4.05, then social work faculty have an obligation to take action to safeguard students,
practitioners, and clients. Similarly, if a social work student believes that he/she or another student is
experiencing impairment as defined under section 4.05, then she has an obligation under section 2.08,
Impairment of Colleagues, to share this information with a social work faculty member.

The BSW Program director, in consultation with the field education coordinator, may deny a student's
admission into field practice or may suspend or terminate the field placement for reasons of student
impairment, within the meaning of NASW Code of Ethics Section 4.05. The Department may require
the student to provide professional documentation of fitness for field practice before admitting her to
field practice or allowing her to continue in the field.

Students who wish to appeal decisions pertaining to termination from field or the Social Work
Programs have the following options:

APPEAL PROCESS - TERMINATION FROM FIELD EDUCATION

The student may appeal a denial of admission to field practice, or a suspension/termination of a field
placement, following the appeals process below.

Procedure: Within five working days of receiving notification that the student's field practice has been
terminated or suspended, the student must present a letter to the director of the Social Work Program
requesting an appeal of the decision. A decision at this level must be made within five working days.
If the student does not agree with the decision s/he then goes to the department chair, followed by the
dean of the school, who each conduct an independent review of the circumstances, meet with the student
and render a decision. The student has five working days to initiate each level of review and the decision
maker has five working days from receipt of the appeal to render a decision. If the student is still
dissatisfied and does not agree with the dean’s decision, s/he has five working days to submit the
grievance to the provost, who then has 10 working days to meet with the student and render a decision.

A support person may accompany the student to meetings related to this process, however, legal counsel
is not permitted to be present and the support person is not allowed to directly address the decision maker

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in attendance unless asked a specific question. It is noted that the decision maker may need to meet with
several parties, and thus will begin the process in the timeframe above, and will make every effort to
conclude the process as quickly as possible.
The written decision(s) shall include the rationale supporting the decision(s). Options include

• uphold the original decision of the Social Work Program excluding the student from field
practice;

• establish conditions to be met prior to allowing the student to enter or resume field practice;
Or

• allow the immediate placement of the student in the original agency or in an alternative setting.
Extensions of time will normally be granted when circumstances dictate

APPEAL PROCESS - TERMINATION FROM SOCIAL WORK PROGRAM

The process for dismissing students from the Program begins with in-person meetings with the student
and relevant social work faculty where the student is given notice of the issues and an opportunity to
make corrections. Following the meeting, the student receives a letter stating the concerns and any
expected remedial action. If the problems persist, or are of a nature where an opportunity to make
corrections is inappropriate, the student is notified in writing of her termination from the program.
The student has the right to appeal the decision regarding her continuation in the program. To do so,
the student approaches the program director to try to resolve the issue at the lowest level possible.
This meeting is to happen within five working days of receiving the termination letter. A decision at
this level must be made within five working days. If the student does not agree with the decision s/he
then goes to the department chair, followed by the dean of the school, who each conduct an
independent review of the circumstances, meet with the student and render a decision. The student
has five working days to initiate each level of review and the decision maker has five working days
from receipt of the appeal to render a decision. If the student is still dissatisfied and does not agree
with the dean’s decision, s/he has five working days to submit the grievance to the provost, who then
has 10 working days to meet with the student and render a decision.

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Appendix A
Department of Social Work and Equitable Community Practice

Faculty and Staff Contact Information

Chair and Professor 860.231.5541 [email protected]
Raymie Wayne

BSW Program Director and Associate Professor

Nelly Rojas Schwan 860.231.5755 [email protected]

Field Education Coordinator 860.231.5476 [email protected]
Angela Washington

Professor 860.231.5350 [email protected]
Robert Madden

Associate Professor 860.231.5394 [email protected]
Madeline Perez

Executive in Residence 860.231.5226 [email protected]
Gail Champlin

BSW Administrative Assistant

Angie M. Quintero-Ares 860.231.5264 [email protected]

Please contact Angie for phone numbers and email addresses for individual faculty field liaisons.

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Appendix B

SOCIAL WORK PROGRAM APPLICATION
PROCESS

All students must complete the application and have an admissions interview prior to beginning the program.
The purpose of the interview is to determine whether social work is the correct fit for the student, to orient
the student to the Social Work Program and Field Practice Sequence, and to begin the process of securing a
junior year field placement.
The Social Work Program at University of Saint Joseph prepares students for generalist social work
practice at the beginning professional level. A student who would like to major in social work must apply
for admission to the Social Work Program.

Students must be admitted to the program before beginning Social Work Methods I (SOCW 395 or 396) or
Field Practice I (SOCW 385 or 386).
Requirements for Admission:
Students must:

1. Be in good academic standing with a minimum GPA of 2.0.
2. If transferring (w/45 or more credits), apply upon admission to the University.
3. Complete a written application.
4. Have an admissions interview with the field education coordinator.

The Interview:
The purpose of the interview is to explore the student’s interests, skills and goals so that an appropriate
educational setting can be found for the field internship. Field education coordinator makes the placement
decisions with input from the student. The interview also provides the student with an opportunity to learn,
in person, about the details of the social work program and to raise any questions or concerns.

The interview may include student disclosure of possible concerns such as criminal convictions, chemical
dependency, psychiatric conditions, or special needs. Such factors will not prevent a student from being
admitted to the Program, unless the student’s history appears to pose a risk to the health and safety of the
student or others. We encourage applicants to self-report significant historical or present life experiences so
that accommodations can be made. Some past criminal or child welfare involvement may prevent students
from participating in internships or careers of a specific nature. The Field Education Coordinator will notify
applicants to the department of career and internship limitations (that might stem from prior criminal
conduct) that are reasonably foreseeable to ensure students are making an informed choice to enter the Social
Work major.

Decisions:
Applicants will be notified that they are:

• Admitted
• Offered provisional admission
• Denied admission
Students who are not satisfied with application decision may appeal and will be provided with
relevant information.

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Appendix C

SOCIAL WORK PROGRAM
Field Practice Learning Agreement and Evaluation Form

Learning Agreement (September & January)

The Learning Agreement (planned activities) portion of this form is to be completed by the student
with guidance and approval from the field instructor within the first four weeks of the field placement.
The Field instructor will retain the original and submit a copy to the faculty liaison.
A new Learning Agreement will be completed for the spring semester carrying forward relevant
objectives. We recommend completing and maintaining electronic versions of this document.

Evaluation (December & April)

At the end of the semester, the field instructor will complete and submit the evaluation to the social
work office after reviewing the evaluation with the student and obtaining the student’s signature.

Student Name:

Semester: Fall Spring Year: Junior Senior

Agency:

Field Instructor: List your internship supervisor here

Address:

Telephone: Cell Phone:

Email:

Additional Agency Supervisor:

Internship Schedule: days/hours:

Supervision Schedule: Day: Time:

USJ Faculty Liaison: List your field practice professor here

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SUMMARY PAGE
Description of generalist social work assignments:
Individuals, Groups & Families assignments: (For example, list specific number and type of
individual, group, family cases and whether the student is assigned to be primary worker,
co-facilitator, observer etc.)

Community/Policy Practice assignments: (For example, students might be assigned to research a
policy and its impact on clients; track a legislative initiative; interview clients to learn their
perspective as service recipients; participate in a committee writing new policies for the agency; or
participate in a coalition)

Participation at regular staff meetings, agency trainings, and other general agency activity:

Planned attendance at professional conferences, workshops (minimum of one professional
development activity required each semester)

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STUDENT ORIENTATION:

O b j e c t i v e : To develop knowledge of the placement agency and the role of the agency
in meeting human needs in the community. To understand agency policies and
procedures governing practice experiences.

Checklist of orientation activities designed to build student knowledge:
Field Instructor/Supervisor orientation activities:
Schedule supervision sessions to orient the student to agency,
Review practice standards, policies, and customs such as dress code, lunch patterns, etc.
Send out memo/email to staff introducing the student;
Provide tour of agency;
Introduce student to clerical staff and provide orientation to making copies, printing, telephone,
email/internet systems.

Student orientation activities:
Student review of agency policy manuals; brochures, program materials

Student meeting(s) with administrative and program staff; Please specify:

Student visit(s) to community programs and resources, tour of neighborhood, specify:

Field instructor/supervisor review of agency protocols; instructions for how students should
respond to:

Transportation of clients
Mandatory reporting, child abuse, elder (neglect and abuse)
Suicide/homicide threats
Drugs/alcohol,
Safety issues (weapons)
Confidentiality
HIPPA training
Client grievance
Informed Consent
Suspected misconduct or impairment of staff members (substance abuse, mental
illness) and ethical dilemmas

Other:

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Student Name: Agency:

In September: At the beginning of the semester use the space below to identify student learning
activities that will facilitate the assessment of the competencies listed. See suggested assignments for
each competency in the Learning Contract Tool Kit document attached.

In November: At the conclusion of the semester use the scale below each competency to assess
the student's achievement of each of the competencies and practice behaviors identified in this Learning
Agreement and Evaluation Form.

Competency #1: Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant laws
and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand
frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in
practice, research, and policy arenas. Social workers recognize personal values and the distinction between
personal and professional values. They also understand how their personal experiences and affective reactions
influence their professional judgment and behavior. Social workers understand the profession’s history, its
mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other
professions when engaged in inter-professional teams. Social workers recognize the importance of life-long
learning and are committed to continually updating their skills to ensure they are relevant and effective. Social
workers also understand emerging forms of technology and the ethical use of technology in social work
practice.

Practice Behavior Learning opportunities and student Evaluation of Competency 1
assignments Practice Behaviors

Make ethical decisions by applying the (December and April)

standards of the NASW Code of Ethics, 1 2 3 4 5 NA

1.1 relevant laws and regulations, models for 1 2 3 4 5 NA
ethical decision-making, ethical conduct of
1 2 3 4 5 NA
research, and additional codes of ethics as 1 2 3 4 5 NA

appropriate to context.

Use reflection and self-regulation to

1.2 manage personal values and maintain

professionalism in practice situations.

Demonstrate professional demeanor in

1.3 behavior; appearance; and oral, written, and

electronic communication.

Use technology ethically and appropriately
1.4 to facilitate practice outcomes.

1.5 Use supervision and consultation to guide 1 2 3 4 5 NA
professional judgment and behavior.

Use the grid above to complete the evaluation in December and April.

5 The intern has excelled in this area

4 The intern is functioning above expectations for interns in this area

3 The intern has met the expectations for interns in this area

2 The intern has not as yet met the expectations in this area, but there is hope that the intern will meet the expectations
in the near future

1 The intern has not met the expectations in this area, and there is not much hope that the intern will meet the
expectations in this area in the near future

n/a Not applicable, as the intern has not had the opportunity to demonstrate competence in this area

Scale excerpted from: Zastrow, C. (2009). An Interpretation for Incorporating EPAS 2008 into Social Work Baccalaureate and Masters Curriculum in
CSWE-Accredited Programs: Recommendations from the Field

46

Competency #2: Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the human experience
and are critical to the formation of identity. The dimensions of diversity are understood as the
intersectionality of multiple factors including but not limited to age, class, color, culture, disability and
ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political
ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers
understand 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 also
understand the forms and mechanisms of oppression and discrimination and recognize the extent to
which a culture’s structures and values, including social, economic, political, and cultural exclusions,
may oppress, marginalize, alienate, or create privilege and power.

Practice Behavior Learning opportunities and student Evaluation of
assignments Competency 2 Practice
Behaviors (December

and April)

Apply and communicate understanding of

2.1 the importance of diversity and difference 1 2 3 4 5 NA
in shaping life experiences in practice at

the micro, mezzo, and macro levels.

Present themselves as learners and engage

2.2 clients and constituencies as experts of 1 2 3 4 5 NA

their own experiences.

Apply self-awareness and self-regulation

2.3 to manage the influence of personal biases 1 2 3 4 5 NA
and values in working with diverse clients

and constituencies.

Use the grid above to complete the evaluation in December and April.

5 The intern has excelled in this area
4 The intern is functioning above expectations for interns in this area
3 The intern has met the expectations for interns in this area
2 The intern has not as yet met the expectations in this area, but there is hope that the intern will meet the expectations

in the near future
1 The intern has not met the expectations in this area, and there is not much hope that the intern will meet the

expectations in this area in the near future
n/a Not applicable, as the intern has not had the opportunity to demonstrate competence in this area
Scale excerpted from: Zastrow, C. (2009). An Interpretation for Incorporating EPAS 2008 into Social Work Baccalaureate and Masters Curriculum in
CSWE-Accredited Programs: Recommendations from the Field

47

Competency #3: Advance Human Rights and Social, Economic, and Environmental Justice

Social workers understand that every person regardless of position in society has fundamental human
rights such as freedom, safety, privacy, an adequate standard of living, health care, and education.
Social workers understand the global interconnections of oppression and human rights violations, and
are knowledgeable about theories of human need and social justice and strategies to promote social and
economic justice and human rights. Social workers understand strategies designed to eliminate
oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed
equitably and that civil, political, environmental, economic, social, and cultural human rights are
protected.

Practice Behavior Learning opportunities and student Evaluation of Competency
assignments 3 Practice Behaviors
3.1 Apply their understanding of social, (December and April)
economic, and environmental justice to
advocate for human rights at the individual 1 2 3 4 5 NA
and system levels.
1 2 3 4 5 NA
3.2 Engage in practices that advance social,
economic, and environmental justice.

Use the grid above to complete the evaluation in December and April.

5 The intern has excelled in this area
4 The intern is functioning above expectations for interns in this area
3 The intern has met the expectations for interns in this area
2 The intern has not as yet met the expectations in this area, but there is hope that the intern will meet the expectations

in the near future
1 The intern has not met the expectations in this area, and there is not much hope that the intern will meet the

expectations in this area in the near future
n/a Not applicable, as the intern has not had the opportunity to demonstrate competence in this area
Scale excerpted from: Zastrow, C. (2009). An Interpretation for Incorporating EPAS 2008 into Social Work Baccalaureate and Masters Curriculum in
CSWE-Accredited Programs: Recommendations from the Field

48

Competency #4: Engage in Practice-informed Research and Research-informed Practice

Social workers understand quantitative and qualitative research methods and their respective roles in
advancing a science of social work and in evaluating their practice. Social workers know the principles
of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge.
Social workers understand that evidence that informs practice derives from multi-disciplinary sources
and multiple ways of knowing. They also understand the processes for translating research findings
into effective practice.

Practice Behavior Learning opportunities and student Evaluation of Competency
assignments 4 Practice Behaviors
(December and April)
4.1 Use practice experience and theory to
inform scientific inquiry and research. 1 2 3 4 5 NA
Apply critical thinking to engage in analysis
4.2 of quantitative and qualitative research 1 2 3 4 5 NA
methods and research findings.
Use and translate research evidence to 1 2 3 4 5 NA
4.3 inform and improve practice, policy, and
service delivery.

Use the grid above to complete the evaluation in December and April.

5 The intern has excelled in this area
4 The intern is functioning above expectations for interns in this area
3 The intern has met the expectations for interns in this area
2 The intern has not as yet met the expectations in this area, but there is hope that the intern will meet the expectations

in the near future
1 The intern has not met the expectations in this area, and there is not much hope that the intern will meet the

expectations in this area in the near future
n/a Not applicable, as the intern has not had the opportunity to demonstrate competence in this area
Scale excerpted from: Zastrow, C. (2009). An Interpretation for Incorporating EPAS 2008 into Social Work Baccalaureate and Masters Curriculum in
CSWE-Accredited Programs: Recommendations from the Field,

49

Competency #5: Engage in Policy Practice

Social workers understand that human rights and social justice, as well as social welfare and services,
are mediated by policy and its implementation at the federal, state, and local levels. Social workers
understand 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 understand their role in policy
development and implementation within their practice settings at the micro, mezzo, and macro levels
and they actively engage in policy practice to effect change within those settings. Social workers
recognize and understand the historical, social, cultural, economic, organizational, environmental, and
global influences that affect social policy. They are also knowledgeable about policy formulation,
analysis, implementation, and evaluation.

Practice Behavior Learning opportunities and student Evaluation of Competency
assignments 5 Practice Behaviors
Identify social policy at the local, state, (December and April)
and federal level that impacts well-being,
5.1 service delivery, and access to social 1 2 3 4 5 NA
services.
Assess how social welfare and economic 1 2 3 4 5 NA
5.2 policies impact the delivery of and access
to social services. 1 2 3 4 5 NA
Apply critical thinking to analyze,
formulate, and advocate for policies that
5.3 advance human rights and social,
economic, and environmental justice.

Use the grid above to complete the evaluation in December and April.

5 The intern has excelled in this area
4 The intern is functioning above expectations for interns in this area
3 The intern has met the expectations for interns in this area
2 The intern has not as yet met the expectations in this area, but there is hope that the intern will meet the expectations

in the near future
1 The intern has not met the expectations in this area, and there is not much hope that the intern will meet the

expectations in this area in the near future
n/a Not applicable, as the intern has not had the opportunity to demonstrate competence in this area
Scale excerpted from: Zastrow, C. (2009). An Interpretation for Incorporating EPAS 2008 into Social Work Baccalaureate and Masters Curriculum in
CSWE-Accredited Programs: Recommendations from the Field

50