1
Student Handbook
MSW Program
Updated 2017
We strive to be supportive and responsive in helping you cope with the academic,
personal, and internship demands of graduate school. This support begins by
making certain you know how to locate the wide variety of resources available to you.
As graduate students and beginning professionals, you are responsible for familiarizing
yourself with all School policies, procedures, guidelines, and program requirements.
The Student Handbook and School policies are available on the SSSW
website. Please check the website regularly for important, up-to-date
information: sssw.hunter.cuny.edu.
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Table of Contents
Mission Statements & Goals ....................................................................... 7
1. The MSW Program .................................................................................. 9
Overview ......................................................................................................................................... 9
Programs of Study – Pathways to the MSW Degree ...................................................................... 9
Change of Degree Pathway ........................................................................................................... 11
2. Curriculum of the MSW Degree Program ............................................... 12
CSWE Core Competencies & Practice Behaviors: Clinical Practice ............................................... 12
CSWE Core Competencies & Practice Behaviors: Community Organizing, Planning &
Development................................................................................................................................. 15
CSWE Core Competencies & Practice Behaviors: Organizational Management & Leadership .... 18
Method Concentration ................................................................................................................. 21
Change of Method Concentration ................................................................................................ 21
Additional Program Requirements ............................................................................................... 21
Attendance Requirements ............................................................................................................ 23
Summer Session ............................................................................................................................ 23
Fields of Practice Specialization .................................................................................................... 23
3. The One-Year Residency Program (OYR) ................................................ 25
The OYR Program: Overview ......................................................................................................... 25
Time Frame I: Part-time Evening Courses .................................................................................... 25
Time Frame II: Residency Year ...................................................................................................... 25
Time Frame III: Finishing Up ......................................................................................................... 27
4. Field Practicum ...................................................................................... 28
Field Practicum Overview ............................................................................................................. 28
Field Practicum Policies................................................................................................................. 35
5. Field Advising ........................................................................................ 41
Overview of the Field Advisor’s Role and Responsibilities ........................................................... 41
Group and Individual Advisement ................................................................................................ 41
Evaluation of Student Performance .............................................................................................. 42
Handling Field Performance Issues ............................................................................................... 42
Student Evaluation of Field Advisors ............................................................................................ 44
Student Concerns with the Advising Process ................................................................................ 44
Second-Year Placement Planning ................................................................................................. 45
Other Pertinent Issues .................................................................................................................. 45
6. Academic Advising ................................................................................ 47
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7. Student Evaluation of Faculty Performance ........................................... 48
8. Academic and Professional Performance ............................................... 49
Essential Abilities and Attributes for Students at SSSW and in Professional Practice .................. 49
9. The Grading System .............................................................................. 54
Honors ........................................................................................................................................... 54
Credit ............................................................................................................................................. 54
No Credit ....................................................................................................................................... 54
Letter Grades ................................................................................................................................ 55
Incomplete .................................................................................................................................... 55
Attendance Requirements ............................................................................................................ 55
Grading Systems ........................................................................................................................... 56
10. Appeals and Reviews ........................................................................... 57
Grade Appeals Process .................................................................................................................. 57
Academic, Ethical, and Professional Conduct ............................................................................... 58
Academic and Field Competencies ............................................................................................... 59
Students Experiencing Difficulty Mastering Practice and/or Professional Competencies ........... 61
Performance Improvement Plan (PIP) Procedures ....................................................................... 61
Exceptions to the Performance Improvement Plan...................................................................... 61
Educational Review Committee (ERC) .......................................................................................... 62
ERC Procedure............................................................................................................................... 62
Possible Recommendations .......................................................................................................... 62
Dismissal Appeal Procedure .......................................................................................................... 63
11. Academic Standing .............................................................................. 64
Change of Status ........................................................................................................................... 64
Change from Full to Reduced Program Status .............................................................................. 64
Leave of Absence .......................................................................................................................... 64
Readmission .................................................................................................................................. 65
Withdrawal ................................................................................................................................... 65
12. Student Government and Committees ................................................ 66
Common Time ............................................................................................................................... 66
Student-Faculty Senate ................................................................................................................. 66
Committees with Student and Faculty Membership .................................................................... 66
Board of Student Representatives and Student Alliances ............................................................ 67
13. Communications ................................................................................. 68
Emergency Contact ....................................................................................................................... 68
Bulletin Boards .............................................................................................................................. 68
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Telephones .................................................................................................................................... 68
Communication with Faculty ........................................................................................................ 69
Communication with Advisors ...................................................................................................... 69
Official Facebook Page .................................................................................................................. 69
Other Official Links ........................................................................................................................ 69
14. Post-Graduate Resources .................................................................... 70
Licensure Supports and Resources ............................................................................................... 70
Employment-Related Services ...................................................................................................... 71
15. Supports for Learning .......................................................................... 72
The Hunter College Libraries / The Social Work & Urban Public Health Library .......................... 72
Accessibility Services for Students ................................................................................................ 73
Computer Laboratory.................................................................................................................... 74
Audio Visual Resources ................................................................................................................. 74
The Silberman Writing Program ................................................................................................... 74
Hunter College Reading/Writing Center ....................................................................................... 74
Additional Student Supports ......................................................................................................... 75
16. Registration and Financial Aid ............................................................. 76
Records and Registration .............................................................................................................. 76
The Registration Process ............................................................................................................... 76
Registration ................................................................................................................................... 76
Registration Waitlist...................................................................................................................... 77
Tuition Payment ............................................................................................................................ 77
Refund Policy ................................................................................................................................ 77
Transfer, Waiver, and Prior Graduate Credits .............................................................................. 77
Instructions for Application to Transfer Credits ........................................................................... 77
Courses Subject to Waiver or Transfer ......................................................................................... 78
Financial Aid and Scholarships ...................................................................................................... 79
The New York Higher Education Services Corporation Loan ........................................................ 79
Eligibility for Student Loans .......................................................................................................... 79
Student Loan Deferments for Past Loans ..................................................................................... 79
17. Liability Insurance, Health and Counseling ............................................ 80
Liability Insurance ......................................................................................................................... 80
Health Services and Wellness Education ...................................................................................... 80
Health Insurance ........................................................................................................................... 80
Counseling Services ....................................................................................................................... 80
Hunter College Behavioral Response Team .................................................................................. 80
18. Facilities .................................................................................................. 81
The Building .................................................................................................................................. 81
Hours of Access ............................................................................................................................ 81
Restrooms ..................................................................................................................................... 81
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Room Requests ............................................................................................................................. 81
Food Service .................................................................................................................................. 81
Smoking ......................................................................................................................................... 82
Building Operations ...................................................................................................................... 82
Fire Drills ....................................................................................................................................... 82
Fire/Emergency Procedures for Students with Disabilities .......................................................... 82
19. Finishing Up ............................................................................................ 83
Preparation for Graduation .......................................................................................................... 83
Appendix A: Required Courses and Program Models
Appendix B: Student Rights and College Policies
Appendix C: Faculty and Staff Directory
Appendix D: NASW Code of Ethics and Standards and Indicators of Cultural Competence
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SILBERMAN SCHOOL OF SOCIAL WORK MISSION STATEMENT
The Silberman School of Social Work at Hunter College (SSSW) educates and trains
outstanding social work professionals, who are lifelong learners engaged in
knowledgeable, ethical practice with communities locally and nationally. Guided by this
mission, we are uniquely committed to social work excellence in the public interest. Our
classroom curriculum, practicum experiences, and community-engaged partnerships are
focused on supporting persons, families, organizations, and communities, while
respecting the humanity of all individuals.
MSW PROGRAM MISSION STATEMENT
The Silberman School of Social Work MSW Program is committed to educating ethical,
culturally competent social workers to build community partnerships and strengthen
community capacity to achieve social justice in diverse, urban communities. This mission
promotes the creation, transformation, evaluation and assumption of leadership roles in
services across systems to meet the complex and unmet needs of underserved and
underrepresented populations through community-engaged education, intervention,
research, and advocacy.
MSW PROGRAM GOALS
To graduate excellently prepared and diverse social work practitioners for New
York City and other major urban areas who use a range of interventions with
individuals, families, groups, organizations, and communities, and who operate
out of a strengths-based perspective and resiliency framework;
To emphasize urban contexts in the person-in-environment perspective,
particularly as it relates to preparation for employment as clinical practitioners,
community organizers and social services organization leaders;
To develop life-long learners able to respond innovatively to emerging practice
challenges in an ethical and research-informed manner;
To produce culturally competent social work practitioners and community
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engaged scholarship and practice-based research;
To instill a commitment to social and economic justice that produces graduates
who skillfully and assertively advocate on behalf of clients and causes;
To educate students in partnership with New York’s communities, agencies, and
organizations to promote the expansion and dissemination of effective socially
just practice.
The School is fully accredited by the Council on Social Work Education.
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1THE MSW PROGRAM
Overview
The Silberman School of Social Work at Hunter College (Silberman, SSW, SSSW, or
“the
School”)
adheres to the principle that social work education is based upon a common core
of practice values, skills, and knowledge that result in professional competency. The MSW
curriculum at the Silberman School of Social Work reflects a commitment to human rights,
cultural complexity, and social and economic justice.
The curriculum includes Human
Behavior and the Social Environment, Social Welfare Policy and Services, Social Work
Practice Methods, Social Work Research, the Field Practicum, and the Professional Seminar.
Students are required to take a year-long Social Work Practice Learning Lab and to select
one of three practice methods: Clinical Practice with Individuals, Families, and Small
Groups; Community Organizing, Planning and Development; or Organizational
Management and Leadership.
In addition, the SSSW requires Second-Year Full-Time, Time Frame II One Year
Residency, and Accelerated students to choose a specialization in a Field of Practice
(FOP). As a reflection of our commitment to social justice and human rights ,the nature of
the service systems where we do our work, and contemporary issues in social work
practice, the school has chosen the following four FOP specializations:
Aging
Child Welfare – Children, Youth and Families
Health and Mental Health (a sub-specialization in World of Work is available)
Global Social Work and Practice with Immigrants and Refugees
The School has strong ties to many social agencies which provide students with field
placements in a variety of practice areas. Qualified agency staff serve as accredited field
instructors. All field instructors must be SIFI certified. For detailed information on the field
practicum, please see the Silberman School of Social Work Field Education Manual.
Programs of Study—Pathways to the MSW Degree
The Silberman School of Social Work
offers several pathways leading to the Master of Social
Work (MSW)
degree.
Two-Year, Full-Time Program (TYP)
The Two-Year, Full-Time Program (TYP) is designed for students who can devote
themselves to full-time academic and field study. Students are expected to attend
classes two
days a week with their pathway cohort, and to be in field placement three days a week during
standard business hours. Under this pathway, students complete the 60 academic credits
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required for graduation in two years.
One-Year Residency Work-Study Program (OYR)
The One-Year Residency (OYR) Program provides opportunities for advanced social work
education to human services workers employed full-time within a social services agency in a
social-work-related role. Individuals are eligible for the OYR program if they have
completed a minimum of two years of post-baccalaureate full-time employment in a
recognized human service organization and if their current social welfare employer
agrees to provide them with a field internship, approved by the
school, during their second
year in the program. Students in the OYR program are permitted to take up to 30 hours of
course work on a part-time basis while
remaining in full-time employment. The OYR
Program is usually completed in two
and a half years of continuous study, but in some
instances may take longer. The field instruction requirement is completed during the second
year of the OYR Program, when students are enrolled in classes one day
per week and are in
field placement four days per week. The field practicum takes
place in the agency at which
the student is employed.
Advanced Standing Program
The Advanced Standing Program is an intensive program for a limited number of
outstanding students who have graduated from a Council on Social Work Education
(CSWE) accredited baccalaureate social work program. Applicants must have
received their
undergraduate degree within the last five years and must meet all other admission criteria for
acceptance into the graduate social work program at Hunter, including above-
average
performance in their undergraduate social work major. Applicants accepted into the program
will be waived from some courses required in the first year of the MSW program. Students
should review and confirm their individual registration requirements with an academic
advisor prior to the start of classes. Hunter's Advanced Standing Program typically begins in
the summer, followed by one academic year of full-time study, including a field placement
which takes place three days per week during standard business hours. Alternatively (and
depending on the chosen method), students may opt to begin their studies in the
fall and
continue through the
academic year and the following summer.
Dual Degree Program: School of Social Work and the Bank Street College of
Education
The Dual Degree Program is designed to prepare social workers to understand and work
with the special needs and vulnerabilities of children aged birth to three and their families.
The program prepares social workers for professional roles that combine both educational
and clinical skills. The curriculum design incorporates theoretical and practice aspects of
each degree into a cohesive educational and professional program. Applicants apply to
each institution separately. The MSW and the MS in Education degrees are awarded
simultaneously, upon completion of each program at the respective institution. The
program requirements satisfy the accreditation standards for each degree. In the first two
years of the program, students have an intensive experience at each institution. In the third
year, students move between both institutions to complete coursework. Both institutions
require a supervised field practicum. Applicants must meet all admission requirements of
the MSW program and are required to have experience in work with children. For the
Dual Degree Program, courses required at Bank Street total 36 academic credits; credits
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required at Hunter total 51.
Accelerated Program
This program is designed for students ready to participate in an intensive, year-round
learning experience. It is a 60 credit program; as of this writing, the program is for
Clinical Practice majors only. Full-time students
matriculate
in January, are assigned field
placements, and complete their first-year requirements by the
end of the summer. They
start their third semester in the fall and graduate in the
following August. Students who
are already working in the human services field enter the
Accelerated OYR program
beginning with evening study in January through the summer
and complete their Time
Frame II studies in the following fall and spring. They are able
to graduate the following
December. Please note: Given the trajectory of the Accelerated Program, it is likely that
the total tuition cost will exceed that of the regular Two-Year Full-Time pathway.
All MSW students must complete their degree requirements within five years of
matriculation.
Change of Degree Pathway
All requests to change the chosen degree pathway – for both incoming and continuing
students – are referred to the Director of Enrollment Management. Requests will be
reviewed to confirm the student’s motivation for seeking the change, and to confirm that
the change is supported within the admissions criteria.
Students seeking to change their pathway to the One-Year Residency (OYR) must
demonstrate the requisite minimum of two [2] years’ full-time, direct social service
employment related to their practice method, along with the Agency Agreement
and letters of recommendation.
Students seeking to change to the Full-Time Two-Year pathway must be able to
confirm the time commitment of a full-time course schedule and weekday/daytime
field placement.
If Enrollment Management grants a student’s request for pathway change, the student will
meet with both the Department of Student Services and the Department of Field
Education to confirm and agree to their revised course trajectory. Depending on timing
and other case details, the student may need to repeat some courses. The Office of
Enrollment Management will confirm the student’s status change with the Departments of
Student Services and Field Education. The student is then assigned an academic advisor
for oversight and registration confirmation.
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2CURRICULUM OF THE MSW DEGREE
PROGRAM
The Silberman School of Social Work curriculum is organized around professional
curriculum areas: Social Welfare Policy and Services; Human Behavior and the Social
Environment; Social Work Research; Social Work Practice Learning Laboratory; Practice
Methods (Clinical Practice with Individuals, Families, and Small Groups; Community
Organizing, Planning and Development; and Organizational Leadership and
Management); Field Practicum; Professional Seminar; and Field of Practice Platform
Course. All students must fulfill specific requirements in each of these professional
curriculum areas. Students must complete 60 credit hours to graduate with a master’s
degree in social work.
The School’s curriculum is also organized to ensure that all students attain competencies
and associated practice behaviors as required by the Council on Social Work Education.
Students will, in particular, gain advanced skills and practice behaviors associated with
their chosen Practice Method. The three charts below outline the core competencies and
associated practice behaviors which students in each Practice Method are expected to
attain.
CSWE Core Competencies and Practice Behaviors: Clinical Practice with
Individuals, Families, and Small Groups
Competencies and Foundation-Level
Practice Behaviors
Competencies and Advanced-Level
Practice Behaviors
Identify as a professional social worker and conduct oneself accordingly (EP2.1.1)
PB 1: Advocate for client access to the services of
social work.
CPIFG APB 1: Demonstrate initiative and innovation in
advocating for client access to social work services
PB 2: Practice personal reflection and self-correction to
assure continual professional development.
PB 3: Attend to professional roles and boundaries.
PB 4: Demonstrate professional demeanor in behavior,
appearance, and communication.
PB 5: Engage in career-long learning.
PB 6: Use supervision and consultation.
Apply social work ethical principles to guide professional practice (EP 2.1.2)
PB 7: Recognize and manage personal values in a
way that allows professional values to guide practice.
CPIFG ABP 2: Differential use of self in engaging a
variety of client systems in professional helping
relationships
PB 8: Make ethical decisions by applying standards of
the National Association of Social Workers Code of
Ethics in Social Work, Statement of Principles (IFSW,
2004).
PB 9: Tolerate ambiguity in resolving ethical conflicts.
PB 10: Apply strategies of ethical reasoning to arrive at
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Competencies and Foundation-Level
Practice Behaviors
Competencies and Advanced-Level
Practice Behaviors
principled decisions.
Apply critical thinking to inform and communicate professional judgments (EP 2.1.3)
PB 11: Distinguish, appraise, and integrate multiple
sources of knowledge, including research-based
knowledge and practice wisdom.
CPIFG APB 3: Collect and interpret information from
multiple sources of data
PB 12: Analyze models of assessment, prevention,
intervention, and evaluation.
CPIFG APB 4: Based on integration of multiple
sources of knowledge, propose new models of
assessment, prevention, intervention, and evaluation
CPIFG APB 5: Examine new models of assessment,
prevention, intervention, and evaluation
PB 13: Demonstrate effective oral and written
communication in working with individuals, families,
groups, organizations, communities, and colleagues.
CPIFG APB 6: Demonstrate capacity to effectively
communicate findings with a broader audience
FoP APB1: Differentially apply field-of- practice-specific
concepts and theories to social work methods
Engage diversity and difference in practice (EP 2.1.4)
PB 14: Recognize the extent to which a culture’s
structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power
CPIFG APB 7: Formulate differential intervention
strategies in verbal and written form that reflect
recognition of client motivation, capacity, and
opportunity
PB 15: Gain sufficient self-awareness to eliminate the
influence of personal biases and values in working with
diverse groups
CPIFG APB 8: Demonstrate use of self in
implementing intervention models for specific case
parameters
PB 16: Recognize and communicate their
understanding of the importance of difference in
shaping life experiences
FoP APB2: Apply knowledge of anti-oppressive
practice as a lens for understanding the experiences of
those served in the specified field of practice
PB 17: View themselves as learners and engage those
with whom they work as informants
FoP APB3: Demonstrate cultural humility in learning
about and from those served in the specified field of
practice
FoP APB4: Demonstrate mindful social work practice
through self-awareness of one’s own worldview and
how that may interact with and impact upon work within
the specified field of practice
Advance human rights and social and economic justice (EP 2.1.5)
PB 18: Understand the forms and mechanisms of
oppression and discrimination
PB 19: Advocate for human rights and social and
economic justice
CPIFG APB 9: Critically assess how your CPIFG
practice advances social and economic justice
PB 20: Engage in practices that advance social and
economic justice
FoP APB5: Demonstrate working knowledge of
applicable laws, policies, and standards relevant to the
specified field of practice
FoP APB6: Apply knowledge of laws, policies, and
standards to engage in practices that advance human
rights, as well as social and economic justice within the
specified field of practice
Engage in research-informed practice and practice-informed research (EP 2.1.6)
PB 21: Use practice experience to inform scientific
inquiry.
CPIFG APB 10: Synthesize practice experience to
develop research agenda
PB 22: Use research evidence to inform practice
CPIFG APB 11: Conduct research to inform practice
Apply knowledge of human behavior and the social environment (EP 2.1.7)
PB 23: Use conceptual frameworks to guide the
CPIFG APB 12: Differentially apply conceptual
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Competencies and Foundation-Level
Practice Behaviors
Competencies and Advanced-Level
Practice Behaviors
processes of assessment, intervention, and evaluation
frameworks to guide the processes of assessment,
intervention, and evaluation
PB 24: Critique and apply knowledge to understand
person and environment
Engage in policy practice to advance social and economic well-being and to deliver effective
social work services (EP 2.1.8)
PB 25: Analyze, formulate, and advocate for policies
that advance social well-being
CPIFG APB 13: Synthesize impact of CPIFG policy or
policies to advance social well-being
PB 26: Collaborate with colleagues and clients for
effective policy action
Respond to contexts that shape practice (EP 2.1.9)
PB 27: Continuously discover, appraise, and attend to
changing locales, populations, scientific and
technological developments, and emerging societal
trends to provide relevant services
CPIFG APB 14: Contribute to the knowledge base of
how context impacts practice
PB 28: Provide leadership in promoting sustainable
changes in service delivery and practice to improve the
quality of social services
FoP APB7: Assess and address the contextual factors
(e.g., social, economic, geographic, political,
environmental) that impact upon the lives and well-
being of those represented within the specified field of
practice
Engage with individuals, families, groups, organizations, and communities (EP 2.1.10a)
PB 29: Substantively and affectively prepare for action
with individuals, families, groups, organizations, and
communities
CPIFG APB 15: Differentially engage diverse
individuals, families, and groups.
PB 30: Use empathy and other interpersonal skills
PB 31: Develop a mutually agreed-on focus of work
and desired outcomes
Assess individuals, families, groups, organizations, and communities (EP 2.1.10b)
PB 32: Collect, organize, and interpret client data
CPIFG APB 16: Conduct a differential assessment of
individuals and families through the integrated use of
theoretical concepts in examining the dynamic interplay
of bio-psycho-social variables
PB 33: Assess client strengths and limitations
CPIFG APB 17: Formulate a differential treatment plan
of individuals and families that is enhanced by clients’
input in examining their cognitive formulations of
personal constructs, schemas and world views
PB 34: Develop mutually agreed-on intervention goals
and objectives
PB 35: Select appropriate intervention strategies
Intervene with individuals, families, groups, organizations, and communities (EP 2.1.10c)
PB 36: Initiate actions to achieve organizational goals
CPIFG APB 18: Identify, critically evaluate, select,
apply evidence-based change strategies across the
stages of Clinical Practice with Individuals, Families,
and Groups
PB 37: Implement prevention interventions that
enhance client capacities
CPIFG APB 19: Adapt change strategies and
treatment applications across stages of Clinical
Practice with Individuals, Families, and Groups
PB 38: Help clients resolve problems
CPIFG APB 20: Select, integrate and apply appropriate
interventions from various theoretical models in
practice with individuals and families of diverse
background
PB 39: Negotiate, mediate, and advocate for clients
PB 40: Facilitate transitions and endings.
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Competencies and Foundation-Level
Practice Behaviors
Competencies and Advanced-Level
Practice Behaviors
Evaluate individuals, families, groups, organizations, and communities (EP 2.1.10d)
PB 41: Social workers critically analyze, monitor, and
evaluate interventions.
CPIFG APB 21: Differentially evaluates practice
effectiveness and modifies interventions accordingly or
brings work to closure.
CSWE Core Competencies and Practice Behaviors: Community Organizing,
Planning, and Development
Competencies and Foundation-Level
Practice Behaviors
Competencies and Advanced-Level
Practice Behaviors
Identify as a professional social worker and conduct oneself accordingly (EP2.1.1)
PB 1: Advocate for client access to the services of
social work.
COPD APB 1: Demonstrate flexibility in assessing
tactical choices and community members’ roles and
responsibilities
PB 2: Practice personal reflection and self-correction to
assure continual professional development.
COPD APB 2: Further enhance comfort in organizing
role and those roles of community leaders in the
process of co-creation of democratic strategy
formation.
PB 3: Attend to professional roles and boundaries.
PB 4: Demonstrate professional demeanor in behavior,
appearance, and communication.
PB 5: Engage in career-long learning.
PB 6: Use supervision and consultation.
Apply social work ethical principles to guide professional practice (EP 2.1.2)
PB 7: Recognize and manage personal values in a
way that allows professional values to guide practice.
COPD ABP 3: Understand and act upon core personal
values so that become operational and concrete
PB 8: Make ethical decisions by applying standards of
the National Association of Social Workers Code of
Ethics in Social Work, Statement of Principles (IFSW,
2004).
COPD ABP 4: Help other understand and work with
the dilemmas between means and ends;
PB 9: Tolerate ambiguity in resolving ethical conflicts.
COPD ABP 5: Apply ethical standards, ethical laws,
and ethical reasoning in promoting human rights and
social justice in the assessment, intervention, and
evaluation of organizational and community practice.
PB 10: Apply strategies of ethical reasoning to arrive at
principled decisions.
Apply critical thinking to inform and communicate professional judgments (EP 2.1.3)
PB 11: Distinguish, appraise, and integrate multiple
sources of knowledge, including research-based
knowledge and practice wisdom.
COPD APB 6: Use logic, critical thinking, creativity,
and synthesis of multiple frameworks and sources of
information to make professional judgments regarding
your own planning style and the style of your field
placement agency.
PB 12: Analyze models of assessment, prevention,
intervention, and evaluation.
COPD APB 7: Collect and interpret information from
multiple sources of data.
PB 13: Demonstrate effective oral and written
communication in working with individuals, families,
groups, organizations, communities, and colleagues.
COPD APB 8: Based on integration of multiple sources
of knowledge, propose new models of assessment,
prevention, intervention, and evaluation
COPD APB 9: Examine new models of assessment,
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Competencies and Foundation-Level
Practice Behaviors
Competencies and Advanced-Level
Practice Behaviors
prevention, intervention, and evaluation
COPD APB 10: Demonstrate capacity to effectively
communicate findings with a broader audience
FoP APB1: Differentially apply field-of- practice-specific
concepts and theories to social work methods
Engage diversity and difference in practice (EP 2.1.4)
PB 14: Recognize the extent to which a culture’s
structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power.
COPD APB 11: Engage with and ensure participation
of diverse and marginalized community and
organizational constituents by identifying and
accommodating multilingual and non-literate needs,
gender power dynamics, and access for disabilities in
assessing, planning, and implementing.
PB 15: Gain sufficient self-awareness to eliminate the
influence of personal biases and values in working with
diverse groups.
FoP APB2: Apply knowledge of anti-oppressive
practice as a lens for understanding the experiences of
those served in the specified field of practice
PB 16: Recognize and communicate their
understanding of the importance of difference in
shaping life experiences.
FoP APB3: Demonstrate cultural humility in learning
about and from those served in the specified field of
practice
PB 17: View themselves as learners and engage those
with whom they work as informants.
FoP APB4: Demonstrate mindful social work practice
through self-awareness of one’s own worldview and
how that may interact with and impact upon work within
the specified field of practice
Advance human rights and social and economic justice (EP 2.1.5)
PB 18: Understand the forms and mechanisms of
oppression and discrimination.
PB 19: Advocate for human rights and social and
economic justice.
COPD APB 12: Critically assess how one’s COPD
practice advances social and economic justice.
PB 20: Engage in practices that advance social and
economic justice.
FoP APB5: Demonstrate working knowledge of
applicable laws, policies, and standards relevant to the
specified field of practice
FoP APB6: Apply knowledge of laws, policies, and
standards to engage in practices that advance human
rights, as well as social and economic justice within the
specified field of practice
Engage in research-informed practice and practice-informed research (EP 2.1.6)
PB 21: Use practice experience to inform scientific
inquiry.
COPD APB 13: Utilize theories of community and
organizational behavior and evidence-informed
research to develop, implement, and evaluate a plan of
action for community or organizational intervention in
your field placement agency (or other setting).
PB 22: Use research evidence to inform practice.
COPD APB 14: Synthesize practice experience to
develop research agenda.
COPD APB 15: Conduct research to inform practice
Apply knowledge of human behavior and the social environment (EP 2.1.7)
PB 23: Use conceptual frameworks to guide the
processes of assessment, intervention, and evaluation.
COPD APB 16: Differentially apply conceptual
frameworks to guide the processes of assessment,
intervention, and evaluation.
PB 24: Critique and apply knowledge to understand
person and environment.
Engage in policy practice to advance social and economic well-being and to deliver effective
social work services (EP 2.1.8)
PB 25: Analyze, formulate, and advocate for policies
COPD APB 17: Synthesize impact of COPD policy on
17
Competencies and Foundation-Level
Practice Behaviors
Competencies and Advanced-Level
Practice Behaviors
that advance social well-being.
practice to advance social well-being
PB 26: Collaborate with colleagues and clients for
effective policy action.
Respond to contexts that shape practice (EP 2.1.9)
PB 27: Continuously discover, appraise, and attend to
changing locales, populations, scientific and
technological developments, and emerging societal
trends to provide relevant services.
COPD APB 18: Contribute to knowledge base of how
context impacts COPD practice
PB 28: Provide leadership in promoting sustainable
changes in service delivery and practice to improve the
quality of social services.
FoP APB7: Assess and address the contextual factors
(e.g., social, economic, geographic, political,
environmental) that impact upon the lives and well-
being of those represented within the specified field of
practice
Engage with individuals, families, groups, organizations, and communities (EP 2.1.10a)
PB 29: Substantively and affectively prepare for action
with individuals, families, groups, organizations, and
communities.
COPD APB 19: Model leadership behaviors and beliefs
in others’ capacities to lead
COPD APB 20: Differentially engage diverse
individuals, families, and groups.
PB 30: Use empathy and other interpersonal skills.
COPD APB 21: Develop capacities to discern and
develop leadership with those who have less power
and privilege
PB 31: Develop a mutually agreed-on focus of work
and desired outcomes.
COPD APB 22: Engage with coalitions, their
constituencies, and the organizations that comprise
them to assess and analyze their capacities, strengths,
strategies/tactics, needs, and outcomes, as well as to
make recommendations to them for appropriate future
actions.
Assess individuals, families, groups, organizations, and communities (EP 2.1.10b)
PB 32: Collect, organize, and interpret client data.
COPD APB 23: Demonstrate ‘respect and challenge”
in decision-making in community groups
PB 33: Assess client strengths and limitations.
COPD APB 24: Practice ‘where the people are at plus
one.”
PB 34: Develop mutually agreed-on intervention goals
and objectives.
PB 35: Select appropriate intervention strategies.
Intervene with individuals, families, groups, organizations, and communities (EP 2.1.10c)
PB 36: Initiate actions to achieve organizational goals.
COPD APB 25: Create agendas that are of interest to
and involve all levels of membership;
PB 37: Implement prevention interventions that
enhance client capacities.
COPD APB 26: Run meetings as arenas for
democratic leadership development;
PB 38: Help clients resolve problems
PB 39: Negotiate, mediate, and advocate for clients.
PB 40: Facilitate transitions and endings.
Evaluate individuals, families, groups, organizations, and communities (EP 2.1.10d)
PB 41: Social workers critically analyze, monitor, and
evaluate interventions.
COPD APB 27: Differentially evaluates practice
effectiveness and modifies interventions accordingly or
brings work to closure.
18
CSWE Core Competencies and Practice Behaviors: Organizational
Management and Leadership
Competencies and Foundation-Level
Practice Behaviors
Competencies and Advanced-Level
Practice Behaviors
Identify as a professional social worker and conduct oneself accordingly (EP 2.1.1)
PB 1: Advocate for client access to the services of
social work
OML APB 1: Demonstrate initiative and innovation in
advocating for client access to the services of social
work
PB 2: Practice personal reflection and self-correction to
assure continual professional development
PB 3: Attend to professional roles and boundaries
PB 4: Demonstrate professional demeanor in behavior,
appearance, and communication
PB 5: Engage in career-long learning
PB 6: Use supervision and consultation
Apply social work ethical principles to guide professional practice (EP 2.1.2)
PB 7: Recognize and manage personal values in a
way that allows professional values to guide practice.
OML APB 2: Apply differential use of self in engaging
organizational stakeholders in professional helping
relationships
PB 8: Make ethical decisions by applying standards of
the National Association of Social Workers Code of
Ethics in Social Work, Statement of Principles (IFSW,
2004).
PB 9: Tolerate ambiguity in resolving ethical conflicts.
PB 10: Apply strategies of ethical reasoning to arrive at
principled decisions.
Apply critical thinking to inform and communicate professional judgments (EP 2.1.3)
PB 11: Distinguish, appraise, and integrate multiple
sources of knowledge, including research-based
knowledge and practice wisdom.
OML APB 3: Collect and interpret information from
multiple sources of data
PB 12: Analyze models of assessment, prevention,
intervention, and evaluation.
OML APB 4: Based on integration of multiple sources
of knowledge, propose new models of assessment,
prevention, intervention, and evaluation
OML APB 5: Examine new models of assessment,
prevention, intervention, and evaluation
PB 13: Demonstrate effective oral and written
communication in working with individuals, families,
groups, organizations, communities, and colleagues.
OML APB 6: Demonstrate capacity to effectively
communicate findings with a broader audience
OML APB 7: Apply critical and strategic thinking to
decisions concerning the financial management of
social service organizations and programs
OML APB 8: Demonstrate knowledge about how a
board of directors and an executive can create and/or
operate a mission driven organization
OML APB 9: Apply knowledge of organizations to
critically strategize organizational change, including the
ability of organizational actors to achieve the change
they desire
OML APB 10: Apply knowledge of organizational
lifecycles from one or more of the perspectives on this
addressed in the class, and how the lifecycles of
19
Competencies and Foundation-Level
Practice Behaviors
Competencies and Advanced-Level
Practice Behaviors
organizations influence managing human service
organizations, especially strategically.
FoP APB1: Differentially apply field-of- practice-specific
concepts and theories to social work methods
Engage diversity and difference in practice (EP 2.1.4)
PB 14: Recognize the extent to which a culture’s
structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power.
OML APB 11: Formulate differential interventions that
engage multiple stakeholders
OML APB 12: Apply skills and knowledge of managing
issues of diversity and difference in social service
organizations, the environments in which they are
embedded, and among organizational stakeholders.
PB 15: Gain sufficient self-awareness to eliminate the
influence of personal biases and values in working with
diverse groups.
FoP APB2: Apply knowledge of anti-oppressive
practice as a lens for understanding the experiences of
those served in the specified field of practice
PB 16: Recognize and communicate their
understanding of the importance of difference in
shaping life experiences.
FoP APB3: Demonstrate cultural humility in learning
about and from those served in the specified field of
practice
PB 17: view themselves as learners and engage those
with whom they work as informants.
FoP APB4: Demonstrate mindful social work practice
through self-awareness of one’s own worldview and
how that may interact with and impact upon work within
the specified field of practice
Advance human rights and social and economic justice (EP 2.1.5)
PB 18: Understand the forms and mechanisms of
oppression and discrimination.
PB 19: Advocate for human rights and social and
economic justice.
OML APB 13: Critically assess how your OML practice
advances social and economic justice
PB 20: Engage in practices that advance social and
economic justice.
FoP APB5: Demonstrate working knowledge of
applicable laws, policies, and standards relevant to the
specified field of practice
FoP APB6: Apply knowledge of laws, policies, and
standards to engage in practices that advance human
rights, as well as social and economic justice within the
specified field of practice
Engage in research-informed practice and practice-informed research (EP 2.1.6)
PB 21: Use practice experience to inform scientific
inquiry.
OML APB 14: Synthesize practice experience to
develop research agenda
PB 22: Use research evidence to inform practice.
OML APB 15: Conduct research to inform practice
Apply knowledge of human behavior and the social environment (EP 2.1.7)
PB 23: Use conceptual frameworks to guide the
processes of assessment, intervention, and evaluation.
OML APB 16: Apply the knowledge of human behavior
and the social environment to the development of
resources for social service organizations and
programs. Resource development is a dynamic
interpersonal process requiring knowledge of human
behavior and complex organizational and inter-
organizational environments.
PB 24: Critique and apply knowledge to understand
person and environment.
OML APB 17: Demonstrate awareness and
understanding of how organizational change affects
various stakeholder constituencies of the organization.
Engage in policy practice to advance social and economic well-being and to deliver effective
social work services (EP 2.1.8)
20
Competencies and Foundation-Level
Practice Behaviors
Competencies and Advanced-Level
Practice Behaviors
PB 25: Analyze, formulate, and advocate for policies
that advance social well-being.
OML APB 18: Synthesize impact of OML policy on
practice to advance social well-being
PB 26: Collaborate with colleagues and clients for
effective policy action.
Respond to contexts that shape practice (EP 2.1.9)
PB 27: Continuously discover, appraise, and attend to
changing locales, populations, scientific and
technological developments, and emerging societal
trends to provide relevant services.
OML APB 19: Apply knowledge and skills of how
technology affects the organization, its employees, and
its service users
PB 28: Provide leadership in promoting sustainable
changes in service delivery and practice to improve the
quality of social services.
OML APB 20: Demonstrate knowledge about the
planning, design, and implementation of human
services and systems.
FoP APB7: Assess and address the contextual factors
(e.g., social, economic, geographic, political,
environmental) that impact upon the lives and well-
being of those represented within the specified field of
practice
Engage with individuals, families, groups, organizations, and communities (EP 2.1.10a)
PB 29: Substantively and affectively prepare for action
with individuals, families, groups, organizations, and
communities.
OML APB 21: Develop capacities to discern and
develop leadership with those who have less power
and privilege
PB 30: Use empathy and other interpersonal skills.
PB 31: Develop a mutually agreed-on focus of work
and desired outcomes.
Assess individuals, families, groups, organizations, and communities (EP 2.1.10b)
PB 32: Collect, organize, and interpret client data.
OML APB 22: Demonstrate knowledge about how to
assess the processes used to determine new
employee-organization fit and the other tasks of human
resource management
PB 33: Assess client strengths and limitations.
PB 34: Develop mutually agreed-on intervention goals
and objectives.
PB 35: Select appropriate intervention strategies.
Intervene with individuals, families, groups, organizations, and communities (EP 2.1.10c)
PB 36: Initiate actions to achieve organizational goals.
PB 37: Implement prevention interventions that
enhance client capacities.
OML APB 23: Apply skills and knowledge of individual
behavior in groups, group behavior, and organizational
dynamics
PB 38: Help clients resolve problems
PB 39: Negotiate, mediate, and advocate for clients.
PB 40: Facilitate transitions and endings.
Evaluate individuals, families, groups, organizations, and communities (EP 2.1.10d)
PB 41: Social workers critically analyze, monitor, and
evaluate interventions.
OML APB 24: Differentially evaluates practice
effectiveness and modifies interventions accordingly or
brings work to closure.
21
Method Concentration
Students select their Method Concentration prior to admission. OYR students are
generally admitted to the method in which they have practice experience. Students must
take three sequential method concentration courses that start in their first semester of
enrollment and are concurrent with a supervised field practicum in that
method. Practice
method courses must be taken concurrently with field placement. Please note that students
cannot register for method classes different from their chosen method. OYR students must take
two semesters of method concentration courses concurrently
with the field practicum and
a third methods course either prior to or after the practicum, depending on their method.
Change of Method Concentration
Once a student is enrolled and placed, changes in one’s method concentration can be
considered only after consultation with the field advisor, the Director of
Student Services
and the Director of Field Education. Approval must be obtained from the
chairpersons
of the method areas one is leaving and entering, with final approval typically granted by
the Associate Dean for Faculty and Academic Affairs. Since field placement assignments
are provided to maximize practice in a method concentration, a change of method
concentration may require a change of field placement as well as an extension of time in
field, and may therefore cause a disruption in a student’s program of study.
For admitted students prior to starting classes at Silberman
Students are referred to Enrollment Management to reassess the initial application and
acceptance criteria and determine the suitability of granting the request. If the request is
approved, Enrollment Management will notify the Field Education Department and the
Department of Student Services.
For continuing students
Requests are reviewed by the Field Education Department and the Department of
Student Services. Factors considered in the initial review include where the student is in
their trajectory and whether their internship can support the change in method. The
student is then referred to the Chairs of both the outgoing and incoming methods for
discussion. If the Chairs sign off on the request, the student is referred to the Associate
Dean for Faculty and Academic Affairs for final approval.. If the request is officially
approved, the student meets with the Field Education Department and the Department
of Student Services to confirm their revised academic plan. The student is then assigned
an academic advisor for oversight and registration.
Additional Program Requirements
Some of the required courses are sequential and are scheduled accordingly (e.g., SSW 717-
718, The Social Work Practice Learning Lab; 711-713, Human Behavior and the Social
Environment; Research I & II).
The Field Practicum is sequential and constitutes a year-long educational
experience. When a student is unable to successfully pass both semesters, it
is usually necessary to begin the sequence again. If a student has passed the
first semester but cannot complete the second semester, a repeat of the
entire
year is usually necessary. In such situations, students must meet with the
Director of Field Education and the Director of Student Services to develop an
22
appropriate plan.
Students should consult with published and e-mailed registration materials
as
well as with an academic advisor before selecting courses.
Please review Appendix A for course Requirements.
In addition to coursework, students are required to complete the Mandated
Reporter training and the licensure information training - both are available
online. The Mandated Reporter training workshop is required for eligibility to
take
the New York State Exam to become a Licensed Master Social Worker
(LMSW).
Students are required to take SSW 751 and 752, Social Work Research. If the
research they wish to undertake in their course requires the participation of
human subjects (e.g., interviews,
systematic observation, or self-
administered questionnaires), students must
first obtain approval from the
classroom instructor. Such research projects will likely require prior
approval of Hunter College's Committee for the Protection of Human
Subjects from Research Risks. The research sequence will be taken
concurrently with the field practicum. Please note: Students must continue in
the same section from SSW 751 into SSW 752.
In their final semester, students enroll in SSW 790, the Professional Seminar.
In this course, students have the opportunity to integrate their learning and
write a paper or prepare a project whose central focus is a social work issue
of particular interest. The paper or project requires students to
utilize
research findings, scholarly works, and professional experience to
consider
how the current state of knowledge, current thinking on policy, and current
approaches to practice affect the resolution of an appropriate issue.
Chairs
Professional Curriculum Areas
Phone (212)
Room
Dr. Mimi Abramovitz
Social Welfare Policy and Services
396-7535
432
Dr. Ilze Earner
Human Behavior & the Social Environment
396-7565
705
Dr. Willie Tolliver
Dr. Robyn Brown-Manning
Social Work Practice Learning Laboratory
396-7523
396-7782
409
722
Dr. Samuel Aymer
Clinical Practice with Individuals, Families and Small
Groups
396-7555
456
Dr. Stephen Burghardt
Community Organization, Planning,
and Development (COPD)
396-7524
410
Dr. James Mandiberg
Organizational Management and Leadership
396-7525
422
Dr. Bernadette Hadden
Research
396-7545
446
Ms. Kanako Okuda, LCSW
Field Education
396-7571
302
Dr. Patricia Dempsey
BSW Program
396-7532
429
23
Attendance Requirements
An integral part of professional comportment is punctuality and dependability. Given
this, students should make every effort to attend every course session for all courses in
which they are enrolled. We realize that absences are at times unavoidable. Students
should review course syllabi to confirm the attendance requirements and policies for each
of their courses prior to the start of the semester. Generally, students are allowed three
(3) excused absences in 15-week courses and one (1) excused absence in other course
timeframes (this includes absences due to illness or medical issue). Students who enroll in
specially designed weekend/summer courses may have other attendance requirements,
and should confirm attendance policies with the instructor prior to the start of the
class. Students must contact professors to discuss unavoidable absences extending
beyond these parameters and will subsequently be referred to Student Services for
discussion of next steps. Note: If a student plans to miss the first course meeting of a
semester, they should contact the professor well in advance, to avoid being dropped from
the course roster.
Summer Session
Summer courses are part of the OYR, Accelerated, Advanced Standing, and Dual
Degree
Programs. Required courses and electives are available during the summer
months of June,
July, and August for students to meet program requirements. Advanced Standing students
take courses in the summer before and/or after their
year of full-time study. Seats in the
summer sessions are available for Two-Year Program students if space permits.
Summer courses run for either five or 11 weeks. Courses in the 5-week session meet two
evenings per week; those in the 11-week session meet one evening per week. Students who
are required to take courses in the 11-week session, however, must be available two
evenings per week so they may take two courses during the Summer. Accelerated Program
students are required to take summer courses in the 11-week session, some of which will be
offered during the day.
Fields of Practice Specialization
The Silberman School of Social Work requires Second-Year Full-Time, Time Frame II
One Year Residency, and Accelerated students to choose a specialization in a Field of
Practice (FOP). As a reflection of both our commitment to a social justice and human
rights framework and the nature of the service systems where we do our work, the school
has chosen the following four FOP specializations: Aging; Child Welfare – Children,
Youth and Families; Health and Mental Health (a sub-specialization in World of Work is
now available); Global Social Work and Practice with Immigrants and Refugees.
Students select a Field of Practice (FOP) specialization in the spring of their foundation
year (in conjunction with planning their second-year field placement). OYR students
select their FOP with their Time Frame I advisor when confirming their agency plan. The
FOP specialization is organized around a population group of interest, agency or
institutional practice setting, or policy issue. The purpose of the field of practice
specialization is to accomplish the following:
24
1. Provide students with opportunities to develop in-depth knowledge and skill in an
area of social work beyond the method.
2. Better prepare students for a competitive job market given the current organization of
most service delivery systems.
3. Provide a potential cluster of faculty, students, and field agencies with similar interests
for developing and sharing knowledge about contemporary issues and trends.
4. Provide an additional vehicle for generating general innovation and new course
material in the curriculum.
5. Maintain the focus of the School, the faculty, and the curriculum on the changing
needs of a multicultural urban community.
Requirements for the completion of a Field of Practice specialization are: Work related
to the field of practice within the second-year field placement; and a corresponding FOP
platform course. Students will be informed of multiple opportunities for learning more
about the FOPs. They may also contact the following faculty members for additional
information:
Chairs
Fields of Practice Specializations
Phone (212)
Room
Dr. Carmen Morano
Aging (Gerontology)
396-7547
448
Dr. Marina Lalayants
Child Welfare: Children, Youth
and Families
396-7550
451
Dr. Paul Kurzman
World of Work
(sub-specialization)
396-7537
434
Dr. Alexis Kuerbis
Health and Mental Health
396-7538
435
Dr. Martha Bragin
Global Social Work & Practice With
Immigrants & Refugees
396-7530
427
25
3THE ONE-YEAR RESIDENCY PROGRAM (OYR)
The OYR Program: Overview
Established in 1971 as the very first program of its kind, Silberman’s One-Year Residency
(OYR) Program is a unique work-study MSW pathway for social service professionals,
distinguished by a formal arrangement between the School and the student’s employer.
An adjusted work schedule and part-time class schedule allow OYR students to balance
professional and academic responsibilities over a roughly 27-month program period; this
includes the completion of a yearlong field practicum “residency” within the organization
where they already work, in a new, method-focused capacity.
Individuals are eligible for the OYR Program if they have completed a minimum of two
years of post-baccalaureate full-time employment in a social work-related role
within a recognized human service organization, and if their current employer agrees
to provide them with a field internship, approved by the school, during their second year
in the program. Students in the OYR Program are permitted to take up to 30 hours of
course work on a part-time basis while remaining in full-time employment. The OYR
Program is usually completed in two and a half years of continuous study, but in some
instances may take longer.
The One Year Residency Program is organized around three “time frames” made up of
both part-time and full-time study
.
Time Frame I: Part-time Evening Courses
The first phase or Time Frame I (TF I) of the OYR Program comprises evening
coursework. While remaining in full-time paid positions, OYR students take courses
two
evenings a week between 6:00 p.m. and 10:00 p.m. throughout
one complete academic
year (September to May) and the subsequent summer session. Students may take courses
offered during the day i
f their
work schedules permit. Three courses are taken in the first
semester of TF I, and three courses are taken in the second semester. (See model course
programs in Appendix A). Students earn 24 credits in this initial phase of the program. 24
earned credits are required, except in rare circumstances, for entrance into the residency
year phase of the program.
Time Frame II: Residency Year
The crux of the OYR Program is the student’s second-year field practicum – the
“residency” – within the organization where they already work. The time period during
which the student completes this field practicum residency is called Time Frame II. Prior
(and requisite) to their admission, the student’s employer agrees to provide them with a
yearlong internship, approved by the School, in a method-focused capacity distinct from
their existing role. The terms of this agreement are initiated in the agency executive
agreement; refined during Time Frame I in dialogue between the student, the Department
of Field Education, and the agency; and finalized in a written agreement/OYR contract
prior to the start of the residency. The details of Time Frame II are as follows:
26
The residency year includes four days of supervised field practicum per week and one day
of classes per week, over two semesters from September through May. In their single
yearlong practicum, OYR students must complete a minimum of 900 practicum hours.
The single practicum requirement is predicated on the student’s prior knowledge of social
service organizations and delivery of social services.
Agencies that enter an agreement with the School to support their employee as an OYR
student must commit to the provide the following throughout the in-house field
practicum:
1. Supervision of the student by a field instructor, who must meet all criteria
outlined in Chapter 4 below.
2. The designated field instructor cannot be the student’s current or previous
supervisor.
3. The assignment must be changed substantially from the student’s existing role,
to give the student a new learning experience.
4. The workload must be reduced for the same reason.
5. The assignment must be designed to provide learning experiences in the
student’s chosen Practice Method.
6. The student must have one day off per week from the agency to attend
c
la
sses.
Note: In the very unusual circumstance that a field agency is, or becomes, unable to
identify field instructors who holds a social work degree from a CSWE-accredited
institution, the School will collaborate with the agency to identify an alternative individual
to provide on-site task supervision for the student. Because the School believes that
formal social work supervision is vital to the student’s professional development, the
School and the agency will together ensure the provision of ongoing social work
supervision. If the School and agency are unable to solidify an arrangement for formal
social work supervision, students will not be placed within that field setting.
The student, the School, and the agency share responsibility for planning the OYR field
practicum, in accordance with these parameters, during TF I. The Field Education
Department will help the student plan their residency placement during the spring and
summer semesters of TF I, beginning with a preliminary planning form. The student is
responsible for returning the completed form to the Department of Field Education,
which will work with the agency to plan the placement.
All arrangements between the Department of Field Education and the agency should be
finalized by May 15 of TF I for residency in the following fall semester. The student may
not proceed into their residency year until the final written agreement has been submitted
and approved by the Field Education Department. A copy of this agreement will be sent
to the student when plans have been confirmed. The School reserves the right to
ultimately determine any student’s readiness for entry into Time Frame II.
27
If for any reason the employing agency cannot meet its educational commitment, or if
problems arise during residency planning, the student should immediately contact the
Field Education Department.
Students must be in good standing with their employer in order to enter TF II. They must
be actively able to undertake both their academic work and their field placement
responsibilities. If any disciplinary actions have been taken against the student by their
employer, or if the student takes a leave of absence from the agency for any reason, the
student needs to inform the Field Education Department right away.
If a student’s existing job changes during TF I, even if the change takes place within the
same agency, it is imperative that the student notify the Department of Field Education
immediately; a new agency executive agreement must be submitted before field practicum
planning can begin. If the student becomes employed at a new agency, the new agency
must agree to sponsor the student, and the School will work with the agency to provide a
proper field practicum assignment for the residency year. Any new job, at any agency,
must be approved as a residency placement by the Department of Field Education; and
the Department may delay residency placement until it determines that the student has
acclimated fully enough to begin a meaningful field placement. If the student becomes
employed at a new agency that does not agree to sponsor the student, or if the student
becomes unemployed, the student must decide whether to pursue a “self-financed”
placement assigned by the School or to defer entrance into TF II. Self-financed
placements must be structured so that the student is in placement during regular weekday
business hours Monday-Friday. The School cannot provide paid placements or evening
and/or weekend placements.
Once TF II is underway, the student will be assigned a field advisor who is familiar with
the OYR program and the student’s Practice Method. The field advisor can assist the
student in balancing the dual roles of student and employee. If the student is on a special
grant or scholarship program, a professional development counselor remains with the
student through the entire program.
OYR students are evaluated at the end of the first semester of their practicum by the
same standards applied to students completing the foundation or first-year practicum in
the Full-Time Program. At the end of the second semester of their practicum, OYR
students are evaluated by the same standards applied to students completing the advanced
or second-year practicum in the Full-Time Program.
For additional information, see the Field Education Manual
or contact the Department of
Field Education
.
Time Frame III: Finishing Up
Time Frame III (TF III) is the period for students to complete course requirements
necessary for the degree and may comprise one or more semesters. Courses
generally are
taken in the evening, although day courses may be taken if the student’s
work schedule
permits. All students are required to take SSW 790, the Professional
Seminar, and may
take an elective course during Time Frame III if needed. In TF III,
classes are scheduled
on Wednesday evenings.
28
4FIELD PRACTICUM
The following chapter provides a broad introduction to Silberman’s field practicum
experience and requirements. For the greatest level of detail, students are encouraged to
consult the SSSW Field Education Manual, available online at
http://sssw.hunter.cuny.edu/ssw/?page_id=1261.
Field Practicum Overview
The field practicum, where students integrate classroom learning and theory into field-based
practice, is the signature pedagogy of social work education. It provides a vital opportunity
for students to acclimate to the social work profession broadly, while developing their own
individual professional identities.
The primary purpose of the field practicum is to enable students to develop competence
within the framework of social work values and ethics. In fulfillment of this purpose, the
field practicum provides opportunities for students to perform social work tasks under the
supervision of a field instructor and encourages the integration and application of concepts
and principles learned in both the classroom and the practicum agency. The agency-based
field instructor provides educational supervision; the school-based field advisor plays an
integrating and monitoring function between the school and the agency; and the Field
Education Department staff coordinates and has oversight for the field experience, in
collaboration with the agency partners.
The Silberman School of Social Work expects students to master two sets of measurable
practice behaviors that operationalize core social work competencies:
1. Core (or Foundation) practice behaviors;
2. Advanced practice behaviors associated with the student’s chosen Practice Method –
Clinical Practice with Individuals and Families, and Small Groups; Community
Organizing, Planning, and Development; or Organizational Management and
Leadership.
The primary purpose of the field practicum is to provide practice opportunities that enable
students to attain and master the objectives of the MSW program. Through field practicum
placements, students develop, demonstrate, and deepen practice behaviors in the following
areas:
Identification as a professional who adheres to the core values and ethics of the
profession;
Application of social work ethical principles and tolerance for ambiguity in practice;
29
Critical thinking in the formation and communication of professional judgments;
A respect for and acceptance of difference associated with culture, ethnicity, religion,
race, class, sexual orientation, age, gender, and physical and cognitive abilities;
Application of knowledge from the study of human behavior and the social
environment to practice;
Advocacy in the advancement of human rights and social and economic justice, through
the provision of social and human services that support the diverse communities of
New York City and its metropolitan area;
Advocacy for the needs and opportunities of vulnerable groups in society, through the
promotion of economic and social justice for clients and communities;
Utilization of research evidence to inform practice, and practice and practice
experience to inform research, as assessed through performance in the classroom, the
field practicum, research courses, and the professional seminar;
Achievement of practice competencies in social work methods, including clinical
practice with individuals, families, and small groups; organizational management and
leadership; and community organizing, planning and development, as assessed through
their performance in the field practicum;
Advocacy for human rights and economic and social justice in agency and community
practice;
Ability to respond to the contexts in which practice occurs; Understanding of the
contexts that shape practice, including local, state and federal policy, organizational
policies, the political and social organization of communities;
Cultivation of a commitment to lifelong learning and ongoing professional
development;
Effectiveness in assessment, intervention, and evaluation of practice with individuals,
families, groups, organization, and communities.
Field practicum agencies are responsible for providing sufficient assignments in the
student’s primary practice method (Clinical Practice with Individuals, Families and Small
Groups; Community Organizing, Planning and Development; or Organizational
Management and Leadership) as well as a range of other learning opportunities. The agency
must ensure that the student is supervised by a qualified and certified field instructor. The
field instructor must possess at least three years of post-MSW experience (in certain cases,
the Director of Field Education may approve someone with two years of post-master’s
experience); SIFI certification (Seminar in Field Instruction); and a New York State license
when necessary. They must be available to provide at least an hour, preferable an hour and
a half, of supervisory conferencing with each student each week. The field instructor
follows all practicum guidelines described in the SSSW Field Education Manual, and is
30
responsible for evaluating student performance at the middle and end of each semester
using the Field Practicum Evaluation, which will be emailed to them.
The field instructor also works closely with the student’s field advisor, who is based at the
School of Social Work. Field advisors are the liaisons between the school and placement
agencies. They meet with students during scheduled advisement times, which are
mandatory for students, and hold a range of additional responsibilities that help ensure the
quality and safety of the student’s field experience. For more information about field
advising, please see Chapter 5 of this Student Handbook, Field Advising.
Students in the Two-Year Full-Time Program and the Accelerated Program are
placed in a different social service agency each academic year for three days per week
(21 hours each week, during regular business hours) for a minimum
of 300 hours per
each of four semesters.
Evening and/or weekend placements are not possible.
Incoming students are placed in agencies that will give them a beginning understanding
of social work practice in their chosen method concentration. In the second year,
students participate in a placement planning process and consideration is given to the
student’s
chosen
area of specialization when the placement is developed.
Students in the Accelerated Program begin the practicum in the spring semester and
continue through the summer of their first year. In the second year, they follow the
pattern for second year students in the Two-Year Program.
Students in the Advanced Standing Program are placed as second-year students in a
social service agency for three days each week (21 hours) for a minimum of 300 hours
per each of two semesters.
Students in the Bank Street Dual-Degree Program complete one year of field
practicum, attended four days per week (28 hours) for a total of 900 hours.
Students in the
One Year Residency Program are in a field practicum for one year,
referred to as Time Frame II. They spend four days a week (28 hours a week) in
placement for a minimum of
450 hours per semester, in a specially designed field
placement at their existing place
of employment. The employing agency provides a
change and/or an enhancement of the student’s assignment along with a qualified field
instructor who was not previously, and is not currently, the student’s supervisor. New
learning may be accomplished through placement in another
setting within the agency,
creating new assignments within the original job setting, a
combination of the two, or
placement in another agency. Some of a student’s work responsibilities may be
included in the 900-hour practicum, provided these responsibilities represent enhanced
social work learning and will be supervised by the designated field instructor. OYR
students must have significant practice opportunities in their agency that are consistent
with their chosen method concentration. For more detail about the OYR Program,
please see Chapter 3 of this Student Handbook, OYR Program.
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Concurrence
When enrolled in Field Instruction I, Field Instruction II, Field Instruction III, and
Field Instruction IV in the
Two-Year Full-Time and Accelerated Programs, students
must be concurrently enrolled in the
Practice Learning Lab (first and second semester)
and subsequently in the sequence of
Practice Method courses I, II, and III. Students in
the Advanced Standing program who are Clinical Practice majors will be enrolled in
Field Instruction III and Field Instruction IV while also enrolled in
Method I and II (in
the fall) and Method III (in the spring). Advanced Standing students
who major in
Community Organizing, Planning, and Development (COP&D) enroll in Field
Instruction III and Method II in the fall semester and then in Field Instruction IV and
Method III in the spring semester.
Students in the OYR program enroll in the Practice Learning Lab in the fall and spring
semesters of their first year, and begin their Method studies in the second semester. In
the second year of their program, the field practicum will be concurrent with the second
and third semesters of the method concentration sequence. Students in the Accelerated
OYR program enroll in the Practice Learning Lab in the spring and continue with
Practice Lab and Methods in the summer. During their TF II year, they follow the same
pattern of method learning as the OYR program students.
Grades
The field practicum is graded like all other courses (Credit, No Credit, Incomplete, and
Honors).
Please refer to the SSSW Field Education Manual
section Guidelines for
Evaluation of Student Performance for field performance criteria. A grade of No Credit in
the field practicum will prevent a student from moving on with both field education and
method courses (which receive a separate grade but, as stated previously, are integral to
the field practicum). A grade of Incomplete in field education may necessitate extending
the field placement until the criteria are met for a grade of Credit. Field practicum
grades are determined by the field advisor with the recommendation of the field
instructor. An Honors grade is given for extraordinary performance; it is the equivalent
of an A+ grade.
Recordings
The faculty in each Practice Method sequence have articulated guidelines for the
development of student assignments in the field, which enable students to develop
knowledge and skills and gain core and advanced competencies consistent with the
curriculum taught in the classroom. Guidelines for student assignments and process
recordings in each Practice Method are provided here, to assist the field instructor. Students
receive these guidelines at orientation. Field instructors are encouraged to consult with the
School-based field advisor or Practice Method chairperson regarding these guidelines.
Recording is an essential social work practice tool that furthers accountability in learning
while enhancing social service delivery. Recording is a tool for students and field instructors
to use purposefully, with specific learning objectives in mind. It allows the student to
demonstrate both core and advanced competence in many aspects of practice under the
supervision of the field instructor, and helps develop quality, professional communication
between the student and field instructor. Recording also fosters the student’s own internal
dialogue and reflection process. The process of writing itself stimulates an internal dialogue.
It reflects the full range of a student’s activities in the agency from telephone calls, collateral
32
contacts, agency meetings as well as client/worker interactions.
There are some important educational goals for recording in field instruction: (1) to provide
information which furthers the student’s understanding of client needs and available
resources; (2) to provide written documentation which serves as a stimulus for reflective
practice; (3) to provide information about the student as a practitioner and learner which is
the basis for the educational assessment of competencies and learning plan; (4) to provide
information about the student’s collaboration with other practitioners; (5) to provide
content for teaching about communication within the profession, and with other
disciplines; (6) to provide content for teaching about ethics including privileged
communication, informed consent and confidentiality; (7) to provide an opportunity for a
student to learn systematic accountability for practice; (8) to provide materials for
classroom teaching; and (9) to provide data for potential research purposes.
Recording requirements and formats vary, depending on the student’s Practice Method and
assignments. Other factors that may affect the format, quantity, and other requirements for
process recording include the student’s educational needs and stage of development as a
social worker, and the agency’s accountability needs and service goals.
For specific information about process recordings in each Practice Method, please see the
SSSW Field Education Manual section Guidelines for Practice Assignments and Recordings. For
example process recordings in each Practice Method, please see the SSSW Field
Education Manual Appendix, or go to http://sssw.hunter.cuny.edu/ssw/?page_id=2676.
Expectations of Students
In order to complete the field practicum productively, professionally, ethically, and in a
manner consonant with School and agency standards of excellence, Silberman School of
Social Work students are expected to adhere to the following guidelines throughout their
internship. Please refer to Chapter 2 of this Student Handbook for competencies and
associated practice behaviors that apply not only to student learning but also to the
development of professional practice in the field practicum. See also Chapter 8 for further
professional expectations.
Adherence to the values, ethics, and standards embodied in the
NASW Code of
Ethics
and the
NASW Standards for Cultural Competence
.
Active and responsible participation in an ongoing learning process, both in the
classroom and in the practicum. In the classroom, this includes attendance, classroom
and Blackboard participation, timely and successful completion of all assignments and
tests. In the practicum, this includes the preparation of an agenda; the timely
presentation of required recordings, logs or journals; availability for learning, as
evidenced by attention to time and attendance; and adherence to the professional
standards and policies required by the agency.
Professional comportment in the classroom and the practicum at all times, including
clear, open, and respectful communication.
Readiness to become a self-reflective learner, and to evaluate the role and use of self in
33
the learning opportunities afforded both in the classroom and the agency.
Accountable to the School and the agency for achieving learning goals, objectives, and
core and advanced practice behaviors in the practicum.
Adherence to the policies and procedures of the School and the agency, consistent with
the ethics, values, and standards of the profession.
Accountable to the School and the agency for completing the required practicum hours
(a minimum of 600 or 900 hours yearly, depending on program), and for appropriate
progression through their selected degree pathway.
Participation in the academic and field advisement processes, including attendance at
regular meetings and presentation of recordings (logs, journals, etc.) to the advisor
(and/or classroom teacher) as requested.
Preparation of a supervision agenda that includes questions/topics for discussion in
field instruction conferences. Agenda points should pertain to engagement, assessment,
intervention, evaluation of practice, information about resources, and general practice
concerns or learning needs. The supervision agenda is primarily student-generated, but
field instructors may contribute additional topics for discussion.
Maintenance of professional confidentiality in all of the student’s activities. Agency
material being used for class assignments should be disguised. Audio and video tapes of
practice can be used for teaching in the classroom only with written permission of
clients and the agency.
It is the policy of the School, and a professionally ethical principle, that students
identify themselves as students or interns in their work with clients and agency
representatives. If an agency is requesting otherwise, it is the student’s
responsibility to contact the Director of Field Education immediately.
Expectations of the Agency
In order to provide for the educational needs of the student in the field practicum, the
School expects that the agency and its administrators will accept and support the field
practicum arrangements made between the School’s Department of Field Education
and the agency’s designated educational coordinator. Broad expectations include:
The agency will select qualified staff to serve as field instructors and provide them
with adequate time to carry out educational functions. The field instructor must
have:
o An MSW degree from an accredited school of social work;
o At least three years of post-master’s agency-based work experience, preferably
more;
o Competency in the area of practice which they will supervise, and;
34
o The ability to allocate sufficient time to field instruction, so that the three
primary forms of support it entails – administrative, educational, and
emotional – are fully covered.
o To supervise Clinical Practice students, in addition to the above, a field
instructor must hold a New York State license (or another state’s equivalent).
o Field instructors should have completed the Seminar in Field Instruction
(SIFI) and received certification; if they have not, they must be enrolled in a
SIFI concurrently with field instruction.
o Any exceptions to these requirements must be made with the express
permission of Silberman’s Director of Field Education.
o Note: In the very unusual circumstance that a field agency is, or becomes, unable
to identify field instructors who holds a social work degree from a CSWE-
accredited institution, the School will collaborate with the agency to identify an
alternative individual to provide on-site task supervision for the student. Because
the School believes that formal social work supervision is vital to the student’s
professional development, the School and the agency will together ensure the
provision of ongoing social work supervision. If the School and agency are
unable to solidify an arrangement for formal social work supervision, students
will not be placed within that field setting.
The agency maintains policies and procedures that are consistent with those of the
School including non-discrimination and sexual harassment policies (See SSSW
Field Education Manual Appendix).
The agency maintains policies, procedures, and practices in accord with the NASW
Code of Ethics and NASW Standards and Indicators of Cultural Competence.
The agency provides a program that has a clear purpose, sufficient stability, and a
structure that enables it to carry out its mission and conveys this to the student.
The agency is committed to evaluation of its practice and helps students to develop
practice-informed research skills.
The agency is committed to developing the competence of its staff and improving
its services through means such as staff development, self-evaluation, and the
establishment of professional personnel practices and policies.
The agency agrees to treat all information about students as confidential, including
evaluations.
The agency provides a range of assignments on an on-going basis that are
consistent with the objectives of the School, including practice opportunities that
35
should enable students to acquire core and advanced practice behaviors.
The agency clearly informs students of its safety protocols and procedures, and
procedures to follow in the event of an emergency, including the disclosure of any
client reports of danger to self or others, or any instances of abuse;
The agency provides privacy and physical supports for a student to carry out their
professional role and responsibilities including office and storage space, access to a
telephone, and reimbursement for expenses incurred in the performance of
assignments.
In the event of student performance which does not achieve the standard for
competence in the practicum, the School expects full participation of the agency in
educational assessment and in the mechanisms established for review of problems
in academic standing.
The agency recognizes the importance of timely submission of a written practicum
evaluation prepared by the field instructor for both the ongoing educational
experience of the student and as a major reference for the field advisor assigned by
the School in determining a grade for the practicum.
For more information on the expectations of agencies and agency-based field
instructors in the field practicum, please see the SSSW Field Education Manual,
section Expectations of Agencies.
Educational Plan
By the fifth week of the semester, the agency-based field instructor submits a written
Educational Plan to the field advisor, outlining the current and future assignments for the
student as well as the learning goals and objectives in the practicum. The format for the
plan can be found on the SSSW website. A link is also emailed directly to the field
instructor. The advisor should follow up with the field instructor on any questions or
concerns identified in the Educational Plan and to acknowledge appreciation to those who
have formulated a sound plan. If the field advisor has not received the education plan from
the field instructor by the seventh week of the semester, they should inform their Assistant
Director of Field Education immediately.
Field Practicum Policies
Days and Duration of Field Practicum
Student schedules in the field practicum are determined by the program in which they are
enrolled. Students in the Full-Time and Advanced Standing programs spend a minimum of
600 hours in the field each year of their program. Students in the One-Year Residency and
Dual Degree programs complete a minimum of 900 practicum hours in one academic year.
Students in the Full-Time and Advanced Standing programs spend three days (21 hours)
per week in their practicum agencies during each program year. First-year students are
typically in the field Mondays, Wednesdays, and Fridays. Second-year students are typically
in the field Mondays, Wednesdays, and either Tuesdays or Thursdays. Variation in this
schedule may be necessary due to classroom schedule and agency needs. Students in the
36
Organizational Management and Leadership (OML) Method may follow a different
schedule.
Students in the One-Year Residency and Dual Degree programs are in placement four days
(28 hours) per week. These students’ one weekly day in school is determined by their
Practice Method and may also be affected by other factors. During the residency year, OYR
students are in class on either Tuesdays or Wednesdays. Students in the Organizational
Management and Leadership (OML) Method may follow a different schedule.
Practicum Attendance Policies
Regular attendance at the practicum agency is expected of all students. Chronic lateness (or
leaving early) is unacceptable. Students must inform the agency of planned absences or
lateness.
On their days in the practicum, students observe agency hours and the calendar followed by
agency staff. For Thanksgiving, Winter Recess, Spring Recess, and designated Hunter
College holidays, students typically follow Silberman’s Field Education calendar; however,
students in the One-Year Residency and Bank Street Dual Degree programs may still
follow their agency’s schedule. Students should not plan to take vacation time during the
field practicum.
Students who observe religious holidays that fall during the practicum should be excused.
In order for practicum learning to be meaningful, minimum field practicum hours must still
be met in these circumstances.
If absences for illness, religious observance or personal emergencies exceed three days
during an academic year, this time must be made up in order to meet the practicum hour
requirements. If a student anticipates any extended absences for any reason, they should
inform their field instructor and field advisor right away.
The School considers student participation on official committees such as the Curriculum
Committee to be a part of the educational program; agencies are asked to release students
who hold committee positions in order for them to attend such meetings, generally held
once a month. Students are expected to discuss a plan for appropriate coverage of their
responsibilities with the field instructor well in advance of the planned absence.
If the field placement is significantly interrupted, regardless of reason or how many hours
were completed, it may be necessary for the student to begin a new placement to maintain
learning integrity. If a student takes a leave of absence from the program lasting more than
one (1) academic year, the first year of their field practicum will need to be repeated, likely
at a different agency.
Workload Distribution
The student’s workload in the field practicum typically comprises the following:
1.
Assignments in the major method concentration
2. Individual supervision
3.
Recordings
4. Staff meetings, team meetings, seminars, case conferences, and in-service
training
37
At least half the time in practicum should be spent in client contact as described above.
Second-year students will typically spend more time than first-year students in carrying
out practice assignments. A greater number of clients, groups, and more extensive and
complex assignments are assigned to second-year students.
Se
cond
-ye
ar students may
achieve a full workload earlier in the semester than first-year students. OYR students
and Bank Street Dual-Degree students (who are in the field for 28 hours weekly
) w
ill
spend more time carrying out practice assignments. The allocation of time for new
assignments, supervision, recordings, and additional learning opportunities should be
established in the agreement that is made between the School and the agency prior to
the student’s entrance into Time Frame II or the field year in the Bank Street program.
The number of cases assigned will vary according to the agency mission, client needs,
and service delivery expectations (e.g., in a residential or milieu setting, clients may be
seen more frequently than once per week and thus fewer cases will be assigned). On the
other hand, in settings where clients are not seen on a weekly basis, a greater number of
cases may be assigned. If there are questions about the quantity or quality of
assignments, students should always consult with the field instructor and then the
advisor.
Dress Code
Students are expected to follow the dress code in effect at the agency where they are placed,
and standards for professional comportment, when selecting their attire for field placement.
It is important that students present themselves in a professional manner, and use their best
judgment in accordance with the agency’s policy.
Common Time
Common Time is a daylong program held at Silberman two or three times each school year,
during which the student body and faculty meet around issues of shared concern and
interest. Students take the lead in preparing the program for Common Time. Meetings of
the Faculty-Student Senate, student alliances, and the Board of Student Representatives are
held during Common Time. Students in the Full-Time, Accelerated, Advanced Standing,
and Dual Degree programs should be excused from field practicum to attend Common
Time, with the recognition that plans need to be discussed in advance so that their absence
does not interfere with professional agency and client responsibilities. If Common Time
falls on a One-Year Residency student’s day in school, the student is expected to attend
Common Time activities.
Labor Disputes in Agencies
The School recognizes that employees may sometimes take part in labor actions. Since
student safety may be jeopardized and the educational environment compromised, students
in programs other than the One-Year Residency program are NOT permitted to continue
in the practicum under such circumstances. Agency personnel are required to notify the
School of any impending labor actions or interruptions in agency services. The Department
of Field Education will arrange a substitute field assignment in cases where the interruption
to the practicum is prolonged. Students in the One-Year Residency Program, who are
employed by their practicum agencies, should discuss their individual situations with the
field advisor and the Assistant Directors of Field Education. Generally, employee status
takes precedence over student status in such circumstances.
38
Labor Guidelines for Students placed in NYC DOE Schools
Students who are placed in New York City Department of Education (NYC DOE) schools
are expected to follow specific guidelines and rules concerning their work in the placement
setting. Students are expected to confirm, to both Field Education Department and the
NYC DOE, that they have completed the DOE clearance processes before starting their
field practicum. Should students encounter any difficulty, they must contact their assigned
Assistant Director of Field Education immediately. As of late 2017, the DOE application
and clearance process proceeds as follows. This procedure is subject to future revision. The
SSSW Department of Field Education will make any new procedures available to students.
The principal nominates the intern in Galaxy, therefore driving the security
clearance process including fingerprinting. (The principal can work with their HR
Director to enter the intern into their TO as PNOB.)
The intern submits an application to DOE HR through this survey:
https://goo.gl/forms/OLHuJna2xf9yZG7l1 until the formal Student Teacher
Registration Application is launched. Once formal Student Teacher Registration
Application is launched it will replace the survey and it is the formal application all
interns will need to complete and update as necessary with current information
through the duration of their internship in our schools.
From Spring 2017 onwards, interns can start their placements once the DOE HR
office sends a confirmation email to the intern, principal and college that the
intern’s application is completed. The principal confirms security clearance and final
placement clearance.
The NYC DOE will allow for school social workers and school counselors to
continue to supervise more than one intern for the 2017-18 school year. If the
school counselor or social worker had already made a commitment with the
college/university to supervise more than one intern for the current school year, the
counseling support professional is approved to uphold this agreement for the 2017-
18 school year. This flexibility for the current school year will provide additional
time to develop the NYC DOE internship placement supervisory ratio policy along
with your input.
Legal Issues in the Agency Setting
If legal action of any type is taken against a social service organization where Silberman
School of Social Work students are concurrently placed for their field internship – including
action taken against any employees of the organization; action taken against the student
themself in their capacity as an intern or employee of the organization; or action taken
against the organization after the Silberman student’s internship/employment has ceased,
but relating to their former capacity within the organization – it is the responsibility of the
organization to immediately inform the Silberman School of Social Work Department of
Field Education. The School will inform the Hunter College Office of Legal Affairs, which
will work with the organization and the School to resolve the issue. Under no circumstance
should an organization respond to legal action during or related to the student’s
internship/employment by contacting the student directly.
39
Guidelines for Home Visits
The provision of effective service implies that students be prepared to undertake all
activities necessary to understand a client’s life situation and to intervene appropriately
toward a resolution. Home or community visits are important aspects of service provisions.
The following guidelines are intended to ensure that home visits can be completed safely
and effectively.
When planning the home visit, students should:
Never visit a facility/home without someone at the agency knowing where they are.
A safety plan should be created and shared with someone at the agency, such as a
supervisor, a co-worker, or an administrative staff member. This plan should
include the name of the person being visited, the student’s contact information, and
the expected duration of the visit.
Verify the visit address and directions before the visit, and plan a travel route in
advance.
Conduct home visits with a supervisor if possible.
Consider visits between the hours of 9:00 a.m. and 4:00 p.m.
Use the middle car of the train, where the conductor is present, when traveling by
subway.
Consider meeting the client in a community meeting place (e.g., church,
community center) if it is appropriate and also feasible for the client.
Ask a community member or client to meet and accompany them if they feel unsafe
entering a building alone.
Carry official identification or a letter that establishes their status as an agency
representative.
During the home visit, students should:
Clearly and respectfully identify themselves, their agency, and their purpose to the
person who answers the door.
Be aware of their surroundings at all times.
Remain in an area with easy access to an exit, and always know their exit strategy.
Transportation and Reimbursement
Some agencies provide car service for home visits. Students should verify their agency’s
policies on transportation. Agencies are expected to reimburse students for expenses
incurred as part of any field assignment, if they similarly reimburse staff. If a difficulty
emerges around reimbursement, the student should contact the Director of Field
40
Education. Students should not use their own vehicle for any assignments within the field
practicum. If a student is being asked to drive an agency-owned vehicle as part of their
assignment, they should inform the Director of Field Education immediately. In some
cases, students may drive an agency-owned vehicle as part of their assignment, if they have a
valid driver’s license, agency approval, and agency insurance coverage.
41
5FIELD ADVISING
Overview of the Field Advisor’s Role and Responsibilities
The field advisor is typically an adjunct faculty member who is assigned by the Field
Education Office to serve as the student’s advisor and the field liaison to the practicum
agency. Advisors carry responsibility for the student’s education in the field through
supporting, monitoring, and evaluating the student, enhancing the experience and
ensuring fit with the School’s standards.
In addition to serving as an advisor to the student, the field advisor serves as a resource
and consultant for the field instructor and the educational coordinator, who are both
based at the practicum agency. The advisor may help the field instructor understand the
SSSW curriculum and, particularly, help the instructor understand the types of work
assignments that are needed for the student to integrate classroom and field learning. The
field advisor represents, and works to consistently ensure, the educational objectives of
the field practicum.
The field advisor will:
Meet with students at the Field Practicum Orientation at the beginning of the
academic year.
Meet individually with each advisee at least once each semester.
Meet with students for group advisement meetings during scheduled times
(once
monthly).
Make a minimum of one annual field visit to each student’s field placement site
including a meeting with the student’s instructor.
Group and Individual Advisement
Group Advisement Sessions
Advisors meet with their assigned group of students once per month, to address students’
progress in their field practicum. One of the many benefits of the group advisement
model is that students learn through mutual engagement and support. During group
advisement, the advisor will:
Provide information about various issues concerning field requirements and
expectations, such as: Process recordings for Clinical Practice students (logs for
Community Organizing and Organizational Management and Leadership
students); use of supervision; the field evaluation process; and professional
development.
42
Assist and support students in integrating classroom knowledge with practice in
the field, and in attaining the core/foundational and advanced practice
competencies.
Ensure there is time and support for students to share experiences from their
field placements, and provide feedback to one another.
Provide relevant knowledge and expertise in dialogue with students and their
needs.
Individual Advisement Sessions
Individual meetings between the advisor and each advisee should be scheduled at least
once per semester separately from the field site visit. These meetings must take place at
Silberman. Advisees should also maintain ongoing contact with their advisors through
telephone calls and emails.
Evaluation of Student Performance
The field advisor is responsible for monitoring the student’s performance in field
placement throughout the year; receiving information from the field instructor and other
parties as appropriate to inform their assessment of the student; and assigning the official
Field Practicum grade for each student they advise.
In this capacity, the advisor is responsible for ensuring that the field instructor completes
and submits the Field Practicum Evaluation at the end of each semester. The Field
Practicum Evaluation is a comprehensive assessment of the student’s field performance.
The advisor uses this evaluation to help determine the student’s grade.
For more information on the Field Practicum Evaluation and practicum grading policies,
please see the Silberman Field Education Manual section on Guidelines for Evaluation of
Student Performance.
Handling Field Performance Issues
Field advisors are expected to proactively identify potential concerns with the student’s
field placement and practicum throughout the semester. This involves close dialogue and
ongoing engagement with the student and the field instructor.
When the field advisor or field instructor identify a concern, either in a phone call or in a
scheduled site visit, the first step is to assess the concern, hear each party’s view of the
situation, and determine whether the concern can be easily remedied through discussion.
Some concerns about performance can be addressed, for example, by assessing and
amending the Educational Plan; clarifying or strengthening the nature of the field
assignment; airing differences in teaching/learning styles; or stating expectations regarding
deadlines, quality and use of supervision, or time and attendance issues.
In cases where the concerns cannot be readily remedied through such a review of the
issues, a written Field Performance Improvement Plan (PIP) will be considered. In
cases where a student is deemed to need improvement in two or more sections of the
43
Field Practicum Evaluation, the Field Performance Improvement Plan will automatically
be instituted.
Field Performance Improvement Plan (PIP)
The PIP is a formal agreement implemented when a student is evaluated to have not met
Practice Competencies assessed as part of Field Education, or when significant
difficulties emerge in the field internship. The field advisor writes the PIP. The first part
of the document states the problem or areas of concern; the second part of the
document must outline a detailed plan for improvement and achievement of satisfactory
performance, with a designated timeframe for completion. (For more detail on the
written format of the Field PIP, please see the SSSW Field Education Manual section
on Handling Field Performance Issues.)
As soon as possible once the field advisor has written the Field PIP, a three-way
meeting must be convened between the field advisor, the field instructor, and the
student.
This meeting is mandatory for all three participants. It is crucial that the field
advisor is present for this meeting.
During this meeting, the advisor, instructor, and student will work together to ratify the
drafted Field PIP. All three participants must agree to a finalized plan; before the end of
the meeting, all three must sign the document to confirm their agreement. All three
participants must also have a personal copy of the final, signed Field PIP.
If the agency, for whatever reason, tells the advisor that the student must be withdrawn
from the placement, an additional three-way meeting must occur so that the student and
the field advisor are present to hear and understand the reasons for this request. (In
exceptional circumstances, such as if the agency asks the School to withdraw the student
immediately from placement, it may not be possible to convene a meeting.)
At the re-evaluation date specified in the Field PIP (or the absolute closest possible date
on which all three parties can meet), another mandatory three-way meeting is held. At
this juncture, the advisor, instructor, and student will assess the student’s progress and
measure whether the Field PIP objectives have been met.
If the student has not met the terms of a Field PIP within the specified time frame, or
has been removed from the field placement during that time frame, the next step may be
a Field Consultation Meeting or referral to the Educational Review Committee
(ERC).
Field Consultation Meeting
Based on the student’s progress in meeting competencies identified in the Performance
Improvement Plan (PIP), the Director of Field Education may arrange a consultation
with the student, the field advisor, and two Assistant Directors of Field Education before
rendering a recommendation about the need for further improvement and assistance.
This Field Consultation Meeting must occur within 10 business days of the specified end
of the PIP agreement timeframe. After the consultation meeting, the Director of Field
Education reviews the recommendation, makes a determination, and shares that
44
determination with the Associate Dean for Academic and Faculty Affairs. In cases where
the student’s improvement has not been sufficient in accordance with the terms of their
PIP agreement, the Assistant Director of Field Education may ask that the Educational
Review Committee (ERC) review the student’s performance.
Educational Review Committee (ERC)
For detailed information about the Educational Review Committee, please see Chapter
10 of this Handbook, Appeals and Reviews.
Student Evaluation of Field Advisors
At the end of each semester, students complete a written evaluation of their field advisors
in order to assist the Field Education Department in identifying and evaluating the
efficacy, strengths, and limitations of the advisor and the advisement system.
Student Concerns with the Advising Process
If students develop concerns about the advising process and/or the advisor at any point
during the semester, they may contact the Director of Field Education. Students
requesting to change their field advisor should make the request in writing to the Director
of Field Education. Requests for a change of field advisor must be predicated on serious
problems or concerns, which can be remedied only by a change in advisor.
Procedure for change:
1. The student and field advisor are expected to discuss the need for a change of
advisor, before any written request is made to the Director of Field Education.
Once completed, the request must clearly stipulate the reasons a change is
warranted. The Director will consult with the student and the advisor prior to
making a final decision, to determine if both parties are in agreement.
2. If the request for a change of advisor is granted, the Director will send a memo
informing the student, the current field advisor, and the newly assigned field
advisor of the change. It is expected that current and new advisors will consult
with one another regarding the advisement that has already taken place.
If the request for a change of field advisor is denied, the Director will send a memo
to the student and advisor explaining why the advisement assignment should
remain the same. Appeals of the Director’s decision must be made in writing to the
Office of the Associate Dean for Faculty and Academic Affairs within five business
days of the date of the memo.
Second-Year Placement Planning
Planning the second-year field placement is a collaborative effort that takes the
combined input of the student, the field advisor, and the Assistant Directors of Field
Education.
First-year students will meet as a group with Field Education Department staff for a
placement planning meeting. Students are introduced to the placement planning
process at this time. New advisors may wish to attend the placement planning meeting.
45
At the time of this meeting, first-year students will gain access to a field practicum
planning form, which the advisor will help them complete.
The field advisor is expected to carry out the following with the first-year student, after
the initial placement planning meeting:
The advisor should schedule an individual appointment with the student in
person – or, if necessary, by phone or Skype – to discuss field learning goals for
the second year. Advisors will assist first-year students in identifying learning
needs and interests for the second-year placement, with attention to a range of
possible placements.
Informed by this conversation, the student will complete their field practicum
planning form, and will show their completed form to the field advisor.
The advisor will write their own Advisor’s Summary. Based on their
conversation with the student, and the student’s field practicum planning form,
this summary will outline what was discussed and offer advisement on potential
placements. The advisor must give their Advisor’s Summary to the student
once it is complete.
The student will submit their field practicum planning form together with the
Advisor’s Summary letter to the Department of Field Education. This package
is due to the Field Education Department in mid-March.
During the spring semester, field advisors will work with first-year students to
prepare for interviews with prospective field agencies. Students should be
advised about how to approach these meetings and be prepared to discuss first-
year placement as well as their interest in the second-year placement; they
should also be able to identify skills, interventions, and practice principles they
have learned in the first year (e.g., engagement, assessment, advocacy, group
formation, etc.). Students should be encouraged to role-play during meetings.
Other Pertinent Issues
Students with academic issues should be referred to an academic advisor. Degree audits
are also the responsibility of academic advisors. Contact an Assistant Director of Field
Education for information on how to locate a student’s academic advisor or contact the
Director of Student Services at 212-396-7574.
An effort is made to match students with advisors who are familiar with, and who have
had work experience in, the student’s chosen Practice Method. Whether or not the
advisor is an expert in the Practice Method, they may wish to seek guidance on
curriculum expectations from the Method’s chairperson.
Even though field advisors do not provide academic advising, they should be familiar
with the sample programs and course requirements associated with Silberman’s various
MSW pathways and Method areas.
46
All field advisors must have a valid Hunter College ID and email address, as assigned by
the Department of Human Resources.
47
6ACADEMIC ADVISING
All MSW students should access academic advisement as part of the graduate program at
SSSW.
Academic advising is available to all students in the school. Academic advisors are available
for consultation about matters including (but not limited to) the following: a review of
program requirements; course selection and registration issues; referral to the Writing
Program; field of practice (FOP) specialization information; and graduate degree audit
information. In addition, academic advisors are available to refer students to various
resources offered at Silberman SSW or on the 68th Street campus. Academic Advisors can
also consult with students around policies and procedures at the school – including change
of practice method, grade appeal, and the Educational Review Committee.
Academic advisors may have contact with faculty members around issues that arise in the
classroom, such as attendance or performance in classroom (including writing). Academic
advisors may also have contact with field advisors to coordinate assistance for a student
who is experiencing difficulties in the field and/or the classroom.
Students may access academic advisement on-site Monday-Friday from 9:30 a.m. to 6:00
p.m., and some evenings during the week (Tuesday-Thursday until 7:30 pm). They may also
consider contacting the online advisor with questions and concerns:
48
7STUDENT EVALUATION OF FACULTY PERFORMANCE
The following excerpt from the CUNY By-Laws summarizes the importance and
significance of student evaluations: “Student evaluation of faculty teaching and course
handling is a significant factor in the professional appraisal of faculty performance for
purposes of reappointment, promotion
and tenure” (CUNY By-Laws, Section 4.1.3).
In
addition to aiding individual faculty in reviewing and improving classroom teaching, these
evaluations have a direct bearing on faculty retention and promotion.
Evaluations are formally administered online by Hunter College at the end of each semester.
In addition to the online College-wide form, students may be requested by their instructors
to complete mid-term evaluations which are used for making changes or revisions during
the semester.
The Office of the Associate Dean for Academic and Faculty Affairs reviews all of the
evaluations as a measure of quality of instruction.
49
8ACADEMIC AND PROFESSIONAL PERFORMANCE
Essential Abilities and Attributes for Students at the Silberman School of
Social Work and in Professional Practice
Becoming a competent social worker is a complex process that begins upon entrance into
the School of Social Work. In order to maintain matriculation in Hunter’s program and to
meet their obligations to the people for whom they have a professional responsibility,
students will need to meet the standards for social work education and practice described
here and in the NASW Code of Ethics. The following section describes the academic,
physical, cognitive, emotional, and ethical standards which students at the Silberman
School of Social Work are expected to meet, at a level appropriate to their stage/phase in
the program. Attention to these standards will be part of the evaluations made by
classroom faculty, field instructors, advisors, and other School representatives who come
in contact with students. An inability to effectively meet these standards will have
consequences for successful continuation in—and completion of—the program.
Academic Integrity
Upon entrance into the program, the student is expected to demonstrate academic
integrity
in the preparation of written assignments, research, and scholarly papers and must
understand and adhere to the CUNY Policy on Academic Integrity which prohibits academic
dishonesty (cheating, plagiarism, internet plagiarism, etc.):
1. Definitions and Examples of Academic Dishonesty
1.1. Cheating is the unauthorized use or attempted use of material, information,
notes, study aids, devices, or communication during an academic exercise.
Examples of cheating include the following:
Copying from another student during an examination or allowing another to
copy your work.
Unauthorized collaboration on a take home assignment or examination.
Using notes during a closed book examination.
Taking an examination for another student, asking, or allowing another
student to take an examination for you.
Changing a graded exam and returning it for more credit.
Submitting substantial portions of the same paper to more than one course
without consulting with each instructor.
Preparing answers or writing notes in a blue book (exam booklet) before an
examination.
Allowing others to research and write assigned papers or do assigned
projects, including using commercial term paper services.
Giving assistance to acts of academic misconduct/dishonesty.
Fabricating data (in whole or in part).
Falsifying data (in whole or in part).
Submitting someone else’s work as your own.
50
Unauthorized use during an examination of any electronic devices such as
cell phones, computers, or other technologies to retrieve or send
information.
1.2. Plagiarism is the act of presenting another person’s ideas, research or
writings as your own. Examples of plagiarism include the following:
Copying another person’s actual words or images without the use of
quotation marks and footnotes or citations attributing the words to their
source.
Presenting another person’s ideas or theories in your own words without
acknowledging the source.
Failing to acknowledge collaborators on homework and laboratory
assignments.
Internet plagiarism, including submitting downloaded term papers or parts
of term papers, paraphrasing or copying information from the internet
without citing the source, or “cutting & pasting” from various sources
without proper attribution.
1.3. Obtaining Unfair Advantage is any action taken by a student that gives that
student an unfair advantage in his/her academic work over another student, or an
action taken by a student through which a student attempts to gain an unfair
advantage in his or her academic work over another student. Examples of
obtaining unfair advantage include the following:
Stealing, reproducing, circulating, or otherwise gaining advance access to
examination materials.
Depriving other students of access to library materials by stealing,
destroying, defacing, or concealing them.
Retaining, using, or circulating examination materials which clearly indicate
that they should be returned at the end of the exam.
Intentionally obstructing or interfering with another student's work.
1.4. Falsification of Records and Official Documents
Examples of falsification include the following:
Forging signatures of authorization.
Falsifying information on an official academic record.
Falsifying information on an official document such as a grade report, letter
of permission, drop/add form, ID card, or other college document.
Acceptance of Diversity
As students progress through the program, they are expected to demonstrate an
appreciation of the value of human diversity. In the field practicum, they must serve and
be willing to serve in an appropriate manner all persons in need of assistance, regardless of
the person’s age, class, race, ethnicity, religious affiliation (or lack thereof), gender, ability,
sexual orientation, and value system.
Cognitive Skills
Students are expected to build upon their personal experience and, as they move through
the program, exhibit sufficient knowledge of social work and its foundation in social,
behavioral, and biological research.
When applying such knowledge in the classroom and
in the field
, students are expected to exhibit clarity of
thinking in processing information.
Professional activities such as assessment, interventions, and evaluation of pra
ctice
must
reflect grounding in a social work knowledge base. As students progress through the
51
program, they are expected to demonstrate the ability to conceptualize, integrate, and
apply this knowledge base to professional practice.
Communication Skills
Upon entrance into the program (and increasingly as students progress through the
program), they are expected to communicate effectively and sensitively orally, in
writing, and through the use of technology. With growing understanding that cultural
context is influential in interactions with fellow students, faculty, staff, clients,
community members, and other professionals, students are expected to express their
ideas and feelings clearly and demonstrate a willingness and ability to listen to others.
Students must demonstrate sufficient skills in spoken and written English to understand
the content presented in the program as well as to participate in the classroom and the
field placement. It is the student’s responsibility to utilize educational resources
provided by the School and/or the
College to enhance, support, or improve academic
and field performance when problems
in communication have been identified by
faculty, field instructors, or advisors.
Empathy
Upon entrance into the program (and increasingly as students progress through the
program), they are expected to work diligently to understand and appreciate the ways of
life and the value systems of others. Students must be able to communicate empathy and
support
to clients/community members based on an understanding and respect for the
world views
and cultural values of others.
Interpersonal Skills
Upon entrance into the program (and increasingly as students progress through the
program), they are expected to demonstrate the interpersonal skills needed to relate
effectively to fellow students, faculty, other professionals, and clients/community
members
. These skills include compassion, altruism, integrity, and
respect for and
consideration of others.
Objectivity
Upon entrance into the program, the student is expected to learn the values, skills, and
knowledge required for professional practice. As students progress in the program, they
are expected to demonstrate a shift from lay to professional values, skills, and
knowledge in order to be sufficiently objective when evaluating the life situations of
clients/community members and others.
Professional Behavior
Upon entrance into the program, the student is expected to commit to learning what is
required for professional behavior. Professional behavior includes keeping commitments
to and respecting clients/community members, research participants, other professionals,
faculty, colleagues, and fellow students and being able to work effectively with others
regardless of level of authority. Other aspects of professional behavior include being
punctual and dependable, prioritizing responsibilities, attending class regularly, and
completing assignments on time in school and in the field practicum. Understanding and
maintaining confidentiality with regard to clients/community members is of utmost
importance; as students progress in the program, they are expected to demonstrate
professional behavior in all aspects of social work practice.
52
Professional Commitment
Upon entrance into the program, the student is expected to be committed to learning
about the values and ethics of the social work profession. As students progress in the
program, they are expected to demonstrate a strong commitment to the goals of social
work and to the ethical standards of the profession. The students must be committed to
the essential values and ethics of social work, which include respect for the dignity and
worth
of every individual and his or her right to a just share in society’s resources (see
NASW Code
of Ethics in Appendix C).
Self-Awareness
Upon entrance into the program, students are expected to make a commitment to
learning about self-awareness and to use self-reflection consistently. As the students
progress in the program, they are expected to be willing to examine how their
values, attitudes, beliefs, emotions, and past experiences may affect their thinking,
behavior, and relationships. Students are expected to be willing to recognize,
examine, and change their behavior when it interferes with their work with
clients/community members, instructors, fellow students, and other professionals.
Self-Care
Upon entrance into the program, students are expected to commit to learning about self-
care. As the students progress in the program, they are expected to recognize current life
stressors and to use appropriate self-care tools in mitigating the effect of these stressors on
academic and field performance. Self-care includes the development of cooperative and
facilitative relationships with faculty, field instructors, administrators, colleagues, and
peers. Students are expected to seek and utilize help for medical or emotional problems if
they interfere with scholastic and professional performance.
Academic Standards and Integrity
Students are expected to maintain high levels of achievement in both (1) academic
performance in courses and the field practicum and (2) professional behavior in
relationships with faculty, staff, peers, clients, and field practicum personnel. Evaluations of
students’ academic performance in courses and in the field are based on criteria stated in
course syllabi and in the Field Practicum Manual. Academic dishonesty is regarded as serious
ethical misconduct that may affect the student’s continuation in the program. For example,
students
may not present the work of anyone else as their own achievement; students may
not
submit a written assignment prepared for one course as original work for another
course; and the works of others must be clearly cited if included in an assignment (see
above for the CUNY Policy on Academic Integrity).
National Association of Social Workers (NASW) Code of Ethics
Social work students are expected to conduct themselves according to the National
Association of Social Workers (1997) Code of Ethics (See Appendix C). Violation of this
code may be reason for disciplinary action and possible dismissal from the School.
Examples of violations include the following
1. Conduct that is potentially dangerous to current or future clients.
2. Unprofessional behaviors as covered by the NASW Code of Ethics. Violations
include but are not limited to the following:
Sexual harassment
Sexual interaction with clients
53
Physical threats and actions directed at clients, students, faculty, or staff
Acceptance of gifts or money from clients that are not standard payment for
services received
Plagiarism and other forms of academic dishonesty
Social work students are expected to act in accordance with professional social work ethics
and values. Students should demonstrate tolerance and respect for human diversity. Social
work students are also expected to strive to maintain the NASW’s Standards for
Cultural
Competence in Social Work Practice (See Appendix D).
Resources which students may use include the following. For more resources and details,
please see Chapter 15 of this handbook, Supports for Learning.
Office of AccessABILITY, Hunter College, Room 1214B, East Building, 695 Park
Avenue, New York, NY 10021 http://www.hunter.cuny.edu/studentservices/access
Silberman Writing Program, Silberman School of Social Work, 2180 Third Avenue at
119
th
Street, New York, NY 10035 http://sssw.hunter.cuny.edu/ssw/?page_id=1207
Counseling Services and Wellness Center, Hunter College, Room 1123 East Building,
695 Park Avenue, NY, NY 10021 http://www.hunter.cuny.edu/studentservices/counseling-
and-wellness
54
9THE GRADING SYSTEM
The MSW degree is awarded to students who are deemed to be in good standing. Good
standing is defined as the following: grades of at least “Credit” in all courses and field
placements and conduct that manifests academic, ethical, and professional integrity.
Grading of students’ academic performance in course work (including in-class and online
participation) and in field placement is based on criteria stated in course syllabi and in the
Field Practicum Manual, respectively, and ultimately relies on the professor’s assessment that
the student’s work demonstrates mastery.
The School of Social Work uses the following grading categories: Honors, Credit, No
Credit, and Incomplete. Grades are assigned on the basis of evidence of meeting
competency expectations as outlined in course syllabi.
Honors
The designation of Honors is assigned only for consistent, outstanding achievement and the
capacity for advanced mastery of the competencies outlined in the course syllabus. This
designation is considered to be above a grade of A. Evidence for this level of work will
come from written assignments, in-class and online participation, examinations, practice
(where applicable), and individual conferences, and a grade of Honors is awarded at the
discretion of the professor.
Credit
Credit is assigned on the basis of written assignments, in-class and online participation,
examinations, practice (where applicable), and demonstrated mastery of the competencies
outlined in the course syllabus. Grades of “Credit” are given for work within the A to B
range (see equivalency chart at the end of this chapter).
No Credit
A grade of No Credit is assigned based on evidence of written assignments, in-class and
online participation, and examinations that demonstrate insufficiency or deficiency in
mastering the competencies outlined in the course syllabus. Grades of “No Credit” are
given for work that is determined to be below a grade of B.
If students receive a grade of No Credit in a course, they must repeat that course before
enrolling in the next course in that sequence. For example, a No Credit grade for SSW 721-
50, Clinical Practice I, precludes registering for SSW 722-50, Clinical Practice II. If the No
Credit grade is received for an elective course, students have the option of taking a different
elective or repeating the course. Please note that having to repeat courses may result in an
extension of the student’s pathway to degree, impacting the student’s tuition cost and
associated financial aid award.
Students will be permitted to repeat a required course (and/or a Field of Practice
requirement) only once. In the event that a student has been unable to pass a required
course after repeating it, that student will not be permitted to take it again. Two failures in
the same required course will be grounds for dismissal from the program.
55
Letter Grades
Students may request to receive letter grade for any course, in lieu of the standard Credit/No
Credit grade. To receive a letter grade, students must make this request directly to the course
professor before the end of the second week of classes. Professors provide the Department
of Student Services with a list of all students receiving letter grades in their sections, by the
end of the third week of classes. The Department of Student Services will send students an
email confirmation. Please note: Once a student has requested to receive a letter grade, they
cannot rescind the request.
Incomplete
Students are expected to complete all coursework within the semester in which they are
enrolled. In extraordinary circumstances and at the discretion of the instructor,
Incompletes can be given as an interim grade in circumstances such as the following:
The student’s work thus far is satisfactory; however, all required work for the
semester has not been completed. Note: a grade of Incomplete can be assigned only
when at least 50% of all required work is completed at the time of the request. The student
must also have maintained adequate attendance requirements for the course.
The student has requested and received permission from the instructor to submit
material later than the end of the semester. Since students are expected to complete
all work by the end of the semester, the instructor is under no obligation to grant
this request.
If the Incomplete is assigned for a course that is offered sequentially, the student will not be
allowed to proceed to the next course in the sequence until a grade is assigned. For
example, if a grade of Incomplete is received in SSW 717, the student cannot continue in
SSW 718 until the Incomplete is resolved. This is also true for SSW 701 and 702, SSW 711
and SSW 712, SSW 712 and SSW 713, SSW 721 and SSW 722, SSW 731 and SSW 732,
SSW 741 and SSW 742, and SSW 781 and 782. Likewise, moving to the third semester of a
method sequence is not permissible unless work from the prior semester has been
completed.
In granting a request for an Incomplete, the instructor will establish a date for the extension
in which the work is to be completed (and submitted). The extension may be a week, a
month, or other time period. The maximum period of extension, regardless of
circumstances and no matter the course, is one year after the course has ended. If the
student does not complete/submit the work by the agreed-upon deadline, a grade of “No
Credit” will be assigned.
Students are not permitted to carry more than two incompletes within one semester. In the
event that a student has more than two incompletes within one semester, the student may
be referred to the Educational Review Committee for educational planning. When a student
has incompletes in more than one semester, the advisor may request a review of the
student’s performance from the Educational Review Committee.
Attendance Requirements
An integral part of professional comportment is punctuality and dependability. Given this,
students should make every effort to attend every course session for all courses in which
they are enrolled. We realize that absences are at times unavoidable. Students should review
course syllabi to confirm the attendance requirements and policies for each of their
56
courses prior to the start of the semester. Generally, students are allowed three (3) excused
absences in 15-week courses and one (1) excused absence in other course timeframes (this
includes absences due to illness or medical issue). Students who enroll in specially designed
weekend/summer courses may have other attendance requirements, and should confirm
attendance policies with the instructor prior to the start of the class. Students may contact
professors to discuss unavoidable absences extending beyond these parameters. Note: If a
student plans to miss the first course meeting of a semester, they should contact the
professor well in advance, to avoid being dropped from the course roster.
Grading Systems
UNDERGRADUATE
GRADUATE
LETTER
GRADE
GPA
Value
GRADE SCALE
%
CR/NC
GRADE SCALE
%
LETTER
GRADE
GPA VALUE
GRADE SCALE
%
SCHOOL OF
SOCIAL WORK
A+
4.0
97.5 -100%
CR
70.0 -100
A+
4.0
97.5 -100%
H =
Honors
A
4.0
92.5 -97.4
A
4.0
92.5 -97.4
CR =
Credit
A-
3.7
90.0 -92.4
A-
3.7
90.0 -92.4
NC =
No Credit
B+
3.3
87.5 -89.9
B+
3.3
87.5 -89.9
B
3.0
82.5 -87.4
B
3.0
82.5 -87.4
B-
2.7
80.0 -82.4
B-
2.7
80.0 -82.4
C+
2.3
77.5 -79.9
C+
2.3
77.5 -79.9
C
2.0
70.0 -77.4
C
2.0
70.0 -77.4
D
1.0
60.0 -69.9
F
0
0.0 -59.9
NC
0.0 -69.0
F
0
0.0 -69.9
57
10APPEALS and REVIEWS
Grade Appeals Process
When students consider a final course grade unsatisfactory, they should first confer with the
instructor regarding the accuracy of the grade received. This consultation with the
instructor should occur within three weeks of the official grade posting deadline. At this
time, errors may be corrected. If the grade was not an error, the student and instructor
should review all class material pertinent to the grade. If the discussion does not resolve the
issue and the student believes their grade to be unjustified, or if the instructor does not
confer with the student within three weeks of the grade posting deadline, the student may
reach out to the course sequence Chair for further discussion and review. If, at that
juncture, the student still believes their grade is unjustified, they may choose to pursue a
formal grade appeal. This process is initiated by the student in the form of a written request
(by email) to the Director of Student Services to begin a formal grade appeal. This request
must be submitted within 2 weeks of the student’s consultation with the instructor. In cases
where the instructor and the student are not able to confer within the designated time
frame, the student may submit a request for appeal reflecting their inability to meet.
In the submitted (emailed) request for appeal, it is the student’s responsibility to establish a
justification for a change of grade. The instructor has the right to know the grounds for appeal
that the student has prepared. The Associate Dean for Academic and Faculty Affairs will
review the student’s request for appeal at this juncture; based on the student’s submission
of supporting documents (such as course assignments, the syllabus, and any written
feedback from the instructor), the Associate Dean will determine whether the requested
appeal has sufficient grounds to proceed to committee review. If the Associate Dean moves
the grade appeal request forward, a Grade Appeals Committee will be convened. The
instructor will be asked to submit to that committee their grading criteria and a response to
the student’s written statement. The instructor may also request to appear before the
committee in person.
In cases where the Associate Dean moves the grade appeal request forward, the process of
formal review and decision proceeds as follows:
An Ad-Hoc Grade Appeals Committee is convened by the Associate Dean. The
committee consists of the Associate Dean and two members of the faculty (one from
the curriculum area in question) selected in consultation with the student from a list of
all full-time faculty members. The Associate Dean will serve as Chair of the committee.
The student may also request a student member for the committee, and this member
will be selected from a list of students available for service on the committee. Faculty
and students who have been requested have the right to decline to sit on the committee.
After considering all the evidence within the grading standards previously established
for the class, the committee will meet in closed session and will reach a decision by
majority vote. All proceedings are confidential. In reviewing submitted documents and
statements, the committee may also consider the following criteria:
58
1. In the committee’s judgment, the instructor showed bias or favoritism in handing
out the grade;
2. In the committee’s judgment, the instructor made an error in calculating the grade.
The Chair of the committee shall inform all parties concerned (i.e. student, instructor,
department chair, registrar) of its decision in writing.
The options for the Grade Appeals Committee are to sustain the grade of “No Credit”
or to change the grade to “Credit.” Grade appeals for Honors will not be considered.
The committee cannot change the grade to Incomplete.
If the student or the faculty member is not satisfied with the decision of the
committee, he or she can appeal to the next level, the Hunter College Senate Grade
Appeals Committee, within two weeks of having been notified of the decision of the
Ad-Hoc Grade Appeals Committee. The decision of the Hunter College Senate
committee is final.
Academic, Ethical, and Professional Conduct
Academic dishonesty and unethical and unprofessional conduct in the academic
environment and in the field setting are regarded as serious ethical lapses that may affect
the student’s continuation in the program. Students may not present the work of anyone
else as their own achievement. Students may not submit a written assignment prepared for
one course as original work for another course. Work prepared for one course must be
clearly cited if included in an assignment for another course (See Chapter 8, Hunter College
Statement on Academic Integrity).
Students are expected to comply with the College’s policies and regulations outlined in the
Campus Code of Conduct (http://www.hunter.cuny.edu/publicsafety/policies-and-
procedures/campus-code-of-conduct/henderson-rules) and Student Handbook.
In accordance with the emphasis on ethical conduct in the social work profession, students
are expected to incorporate the highest ethical standards in every element of their work and
to conduct themselves in ways that manifest the maturity and emotional stability necessary
to function as professionals.
Examples of poor academic performance and misconduct that will subject the student to
disciplinary action or dismissal from the program include the following:
Violations of the College policy on Academic Integrity (e.g., plagiarism).
Behavior determined to be a violation of College or School policies or regulations.
Behavior determined to be a violation of the profession’s ethics (e.g., the NASW Code
of Ethics).
Behaviors that do not meet professional expectations and standards, which include
generally accepted standards of professional conduct, personal integrity, or emotional
stability.
Behaviors determined to be unprofessional conduct towards colleagues, faculty, or staff.
59
Academic and Field Competencies
1
All students must master required competencies as delineated in course syllabi and in the
Field Practicum Evaluation forms (available in the SSSW Field Education Manual and at
http://sssw.hunter.cuny.edu/ssw/?page_id=2670). Additionally, students are required to
meet the following standards of behavior for professional social work conduct outlined
below which apply to conduct in the university environment, in the classroom, and in field
practicums.
Standards
Skill Areas
Required Student
Behavior
Professional Ethics:
Conduct conforms to values
and ethics of the social work
profession as codified in the
NASW Code of Ethics
Adheres to legal and ethical
standards in all practice and
academic roles and settings.
Demonstrates integrity in all
dealings with clients, agency
and collateral staff, faculty, and
student colleagues.
Understands and follows all
laws pertaining to client
confidentiality.
Demonstrates willingness to
work with and advocate on
behalf of vulnerable
populations.
Demonstrates awareness of
and respect for diversity
Does not engage in social
relationships with clients;
maintains appropriate
boundaries with clients.
Makes appropriate use of
supervision and refers client
when needed services are
beyond his/her competence.
Keeps commitments to
clients, colleagues, and faculty.
Disguises clients’ identity in
class discussions and academic
papers.
Accepts responsibility for
working with vulnerable
populations and participates in
advocacy activities on behalf of
clients.
Willingly accepts and works
with a diverse client caseload.
Professional Comportment and Conduct:
Demonstrates responsible,
accountable professional
behavior, protecting peers,
colleagues, clients and others
from the adverse consequences
of personal performance
problems and misconduct.
Explores and identifies
strengths and weaknesses
related to professional practice.
Solicits and makes use of
feedback regarding
performance.
Makes productive use
of supervision sessions and/or
other forms of professional
and academic advising and
mentorship.
1
Adapted from the Masters Student Handbook, University of Pennsylvania.
60
Works to correct performance
problems through the
development of goals and
strategies for professional
growth.
Actively participates in field
supervision.
Seeks professional mental help
and self-improvement services
and consultation when
necessary.
Professional Relationships:
All professional interactions
reflect respect, integrity,
collaboration and
accountability, as well as
awareness of appropriate
professional role, authority and
boundaries.
Develops and maintains solid
professional working alliances
with clients, colleagues,
superiors, peers, students,
agency personnel, faculty,
school staff, advisors, and field
educators.
Actively and constructively
participles in academic and
agency affairs.
Engages, sustains, and
appropriately ends professional
relationships with clients and
colleagues.
Provides feedback and
constructive criticism to field
instructor and other agency
personnel that is respectful and
in accordance with agency
protocol.
Informs field instructor, field
liaison, and academic adviser
of problems that arise in field
and works in a professional
way to address these issues.
Follows through on verbal and
written agreements.
Ends services responsibly with
clients and field agency,
including proper notification
of all relevant parties (clients,
field instructor, field liaison,
and/or practice faculty).
Communication:
Verbal, non-verbal, and written
communications with client,
faculty, colleagues, and others
encountered in student role
conform to established legal
and professional standards.
Receives and responds
appropriately to verbal, non-
verbal, and written forms of
communication with a wide
range of client systems and
persons regardless of
differences related to class, age,
culture, ethnicity, religion,
gender, sexual orientation, and
physical or mental abilities.
Demonstrates timely response
to—and documentation of—
communication with school
and agency contacts.
Verbal, non-verbal, and written
communications to clients,
colleagues, faculty, school
staff, field staff, students, and
others are delivered in a
respectful, sensitive manner.
Follows agency rules and
protocols for record keeping.
Responds in a timely manner
to all correspondence from
clients, agency staff, faculty,
and others encountered in
student role.
61
Students Experiencing Difficulty Mastering Practice and/or Professional
Competencies
When difficulties emerge in the classroom or school environment (as distinct from the field
environment), an academic plan is developed between the student and the professor, with
clear, written expectations regarding assignments and a timeline for submission. This plan
will be supported by academic advisors. Depending on the seriousness of the situation,
professors and students may also consider seeking consultation from Student Services and
the Chair of the course sequence. If the academic plan is not successfully completed, or if
additional circumstances arise, the student may be referred to the Educational Review
Committee (ERC) for further evaluation (see pg. 62 below).
When a student is evaluated to have not met Practice Competencies assessed as part of
Field Education (distinct from classroom/in-school education), or when difficulties emerge
in the field internship, a Performance Improvement Plan (PIP) will be instituted. The
PIP is completed by the field advisor with input from the field instructor and the student.
The PIP is a written document that describes how the student’s professional behavior does
not meet one or more Core Professional Performance Competencies, and identifies the
corrective action to be taken and the time frame for completion. The problematic behaviors
must be behaviorally described, using examples. It is the responsibility of the Director of
Field Education to ensure that all related documents are made a part of the student’s file.
Performance Improvement Plan (PIP) Guidelines:
It is the responsibility of the academic advisor and/or field advisor to closely
monitor the student’s performance, and to evaluate the student’s compliance with
the PIP at the end of the specified time frame.
If the student improves satisfactorily by the end of the specified period, the student’s
records are updated to note successful completion and a recommendation is made
for the student to move forward.
Based on the student’s progress in meeting competencies identified in the PIP, the
Director of Field Education may arrange a special Field Consultation Meeting with
the student, the academic advisor and/or field advisor, and the Director of Student
Services and/or Assistant Directors for Field Education before rendering a
recommendation about the need for further improvement and assistance.
If further action is warranted, the matter is referred to the Associate Dean for
Academic and Faculty Affairs. In cases where the student’s improvement has not
been sufficient, the Associate Dean may ask that the Educational Review Committee
(ERC) review the student’s performance. The ERC will meet within 10 business days
of the Associate Dean’s (or the Director of the MSW Program’s) referral.
More detailed information on the PIP procedure and Field Consultation Meeting is
available in the SSSW Field Education Manual section Handling Field Performance Issues.
Exceptions to the Performance Improvement Plan (PIP)
A student may be dismissed from the program without having first been engaged in the PIP
procedure, in the event of the following:
62
The student’s behavior poses an imminent danger to clients, other students,
faculty/staff, and/or self and others (e.g., threats and/or use of violence, and/or
abusive language toward clients, colleagues, students, and/or faculty and staff).
The student’s behavior represents an egregious breach of core
performance standards and ethics (e.g., plagiarism, drugs and/or alcohol on the
premises, theft, and dishonest, unethical, and/or disruptive behavior).
Educational Review Committee (ERC)
The purpose of the Educational Review Committee (ERC) is to develop educational plans
for students experiencing serious academic, non-academic, and/or field practicum
problems. The composition of the ERC includes the faculty chairperson, two faculty
members, the Director of Field Education, and one student member. Requests to initiate
the ERC review procedure can be made by the Director of Field Education or field advisor,
the professor or associated chairperson, or the Director of the MSW Program. Requests are
brought to the Chair of the ERC.
ERC Procedure
When a student fails to meet the requirements of the Performance Improvement Plan
(PIP), or has not maintained acceptable academic standards, the following review procedure
is implemented to determine if the student may continue matriculating in the program. It is
the responsibility of the Chair of the ERC to ensure that the student has had access to due
process throughout the review procedure:
Within 10 business days of the referral, the Chair of the ERC calls a meeting with
the student, academic advisor, field advisor, and the Educational Review Committee
(ERC) members. The ERC meets to review the academic and field performance of
students who are experiencing difficulty in their course work and/or in the field
practicum. Based on the outcome of the meeting, the Chair of the ERC forwards a
recommendation regarding the student’s enrollment status to the Director of
Student Services, the Director of Field Education, and the Associate Dean for
Academic and Faculty Affairs.
It is the responsibility of the Chair of the ERC to inform the student of the ERC
decision in writing, within 10 business days of the Educational Review Committee
meeting, and to ensure that all related documents are made a part of the student’s
file (via Student Services).
Possible Recommendations:
1. Continuing in courses and field practicum with no changes
2. Continuing with conditions:
A. Where there are problems in the field, conditions may include the following:
1) change in assignment, field instructor, faculty advisor, and/or field placement;
63
2) a testing out period to be followed up with a progress report, by a specified date, to
the ERC;
3) an extension of time beyond the planned ending date of the field practicum;
4) repeating the year of field practicum when a student has a field practicum grade of
Incomplete or a grade of No-Credit or when it appears that the student is not able to
achieve a grade of Credit.
B. Where there are academic problems, conditions may include the following:
1) setting dates for the completion of incomplete work
2) recommending extending coursework
3) directing the student to repeat the course(s) in issue
3. Intermit from the School for a specified period of time with specific guidelines for
readmission. Those guidelines may include a timeline by which the student may request
readmission, or directions to reapply for admission to the program.
4. Termination from the School
A. The ERC, under certain circumstances (such as a violation of the NASW Code of
Ethics, a violation of the Academic and Field Competencies as outlined previously,
and menacing or threatening behavior towards an instructor, student, staff member,
academic and/or field advisor), can recommend that a student be dismissed from the
school.
B. A student convicted of a felony during the time of enrollment at the school may be
permanently dismissed.
All ERC decisions are considered final, subject to appeal. The ERC does not change grades.
Dismissal Appeal Procedure
A student may appeal the Educational Review Committee’s decision by sending a letter
stating the specific grounds for his or her appeal to the Associate Dean for Academic and
Faculty Affairs within 2 weeks from the date of the decision letter from the Director of
Student Services. There are two grounds for appeal:
1. The Educational Review Committee did not adhere to the procedures described in
this policy.
2. New evidence has emerged that was not available at the time of the Educational
Review Committee’s meeting.
Within 10 business days of the receipt of the student’s letter, the Associate Dean for
Academic and Faculty Affairs determines whether the appeal is upheld and will notify the
student in writing of their decision. Copies of the decision will be sent to the Dean, the
Director of the MSW Program, the Director of Field Education, and the Director of
Student Services, and will be placed in the student’s permanent record.
64
11
ACADEMIC
STANDING
Change of Status
Change-of-Status categories in the MSW program include (a) change from full to
reduced program status, (b) leave of absence, and (c) withdrawal. Students who wish to
change status should consult an academic advisor and then request a meeting with the
Director of Student Services. The Director makes a decision based on written
documentation, consultation with the student’s advisor, the student’s academic standing
and performance, and an interview. Approval of change of status may contain
conditions to be met by students.
Change from Full to Reduced Program Status
As Silberman does not have a part-time program, all students are expected to follow
prescribed pathway grids (Appendix A). Requests for a reduced schedule, known as
reduced load or reduced program status, must be made to the Director of Student
Services, who will review the student’s performance to-date. Should the student’s record
not be satisfactory, the student will need to meet stipulated requirements in order to amend
their status. Upon approval of reduced load status, a revised grid will be developed for the
student to follow as they proceed in the program. When the student wishes to return to a
full course load, the student should request a meeting with the Director of Student
Services to review and confirm their forward trajectory. Status changes may not be made at the
student’s discretion through the registration process. Formal approval (as described above) must be
requested. Problems should be discussed with an academic advisor prior to formal requests
for reduced program status.
Leave of Absence
The School grants formal leaves of absence. These leaves may not exceed two years and are
counted as part of the five-year limit within which students must complete work for the
MSW degree. There are certain circumstances in which a student may request a leave of
absence. There are also circumstances under which a student may be advised to take a leave
of absence. Circumstances include, but are not limited to, changing family circumstances;
health and mental health concerns; financial issues; changes in employment status; and
challenges with coursework and/of field work. The School will make every reasonable
effort to accommodate students without impeding the quality of their passage to degree.
Students considering a leave of absence should contact an academic advisor for
consultation. If a leave of absence is advisable, the student will then be referred to the
Director of Student Services for more detailed planning. At this juncture, the Director of
Field Education may be consulted as needed. Once a mutual decision has been made to
pursue a leave of absence, the following steps will take place:
1.
A Change-of-Status form must be submitted to the Director of Student Services
.
2. The Director of Student Services grants the leave based on the specific circumstances,
and may indicate conditions the student must meet before returning to the School.
3. The student does not lose matriculated status during the leave and need not pay
maintenance of matriculation fee.
4. Students with a grade of Incomplete, when granted a leave of absence, must follow
65
School policy on completion of work for the course (see section on grades of
Incomplete). If an Incomplete is not resolved prior to readmittance, the School will
consider the Incomplete as a No Credit; and two or more No Credits for a student on
leave may mean that they will not be readmitted to the program.
Readmission
A student who has not been in attendance for one or more semesters must apply for
readmission to the School through the Director of Student Services. If readmission is
sought for a spring semester, the application must be made no later than November 1. If
readmission is sought for the fall semester, the application must be made no later
t
han
May 1. Applications for readmission may be obtained from Room 301.
The readmission process follows the steps below:
1. The student will complete the readmission paperwork and submit it to the Office of
Student Services, with a request for an interview with the Director of Student Services and
the Director of Field Education.
2. Upon a review of the student’s transcript and the completion of an interview, the
student may be approved for reentry into the MSW program. The formal approval will
include a plan stipulating an academic grid and any additional requirements. The
student’s readmission paperwork will be submitted for their reactivation in the Hunter
College system. (A nominal fee for this will be added automatically to the student’s
bursar bill.)
3. In some instances, students may be asked to reapply formally through the regular
admissions process. Please note: The reapplication process does not guarantee
acceptance to the program.
4. Students who are not recommended for readmission will be asked to withdraw from the
program.
Withdrawal
Official requests for withdrawal may be considered under the following circumstances:
Poor academic standing
Lack of professional comportment
Recommendation by the Office of Student Services or the ERC
Change in academic goals
Change in life circumstances
Students who wish to withdraw from the School are asked to submit a withdrawal form
to the Office of Student Services, after consultation with the Director of Student Services.
The form may be obtained in Room 301.
66
12STUDENT GOVERNMENT AND COMMITTEES
Students are able to contribute to the ongoing life of the School through active participation
in the learning opportunities of class and field, student organizations, Common Time, and a
va
riety
of student and faculty committees. All students are encouraged to part
ic
ipa
te
a
ctively
with faculty and administration in policy formulation and curriculum development.
Common Time
Common Time is a full-day program organized by the student body, usually by student
alliances and the Student-Faculty Senate. Common Times are highlights of the academic
year and offer students and faculty an opportunity to learn about new developments in
social work and to share views on contemporary practice topics in an informal venue.
Students have permission to be absent from the field practicum on scheduled Common
Times. Two-year program students are expected to attend all Common Times. OYR TF II
students are expected to attend Common Times that fall on the day on which their classes
are ordinarily held. Evening programs are specially designed and required for OYR evening
students.
Student-Faculty Senate
Governance of the School requires participation in the Student-Faculty Senate. The Student-
Faculty Senate is chaired by the Dean and is composed of voting representatives from the
faculty and the student body. It is the forum where student representatives can speak on
behalf of their constituents to raise issues or collaborate with the faculty of SSW over
policies that directly or indirectly affect them. The Student-Faculty Senate meets on each
Common Time.
Committees with Student and Faculty Membership
Please Note: (4) students may serve on the Curriculum Committee. Other committees
allow for (1) student representative and (1) alternate each. Student representatives have
historically been appointed via the Student Faculty Senate.
Curriculum Reviews all matters pertaining to the
curriculum of the master’s degree program
Educational Review Reviews questions of student performance
in courses and field
Educational Review Appeals (ad hoc) Considers appeals of Educational Review
Committee decisions
Grade Appeal (ad hoc) Considers appeals of grades
Student Services Provides informal consultation around
concerns relating to student life
67
Board of Student Representatives and Student Alliances
The Board of Student Representatives (BSR) is one possible branch of the School’s student
government. The BSR has historically developed programs to welcome new students and
connect them with continuing students for mentorship. They have also served as a liaison
between the various alliances.
Student alliances take major responsibility for sponsorship of Common Time programs
each year, bringing themes from each alliance’s specific experiences to the School
community. Some of the alliances that have been formed in the past are Alliance for an
Aging Society (SAAS); Anti-Racist Collective at Hunter College (ARCH); Arts Alliance;
Asian Students Alliance; Black Students Alliance; Cyclists Alliance; Gender and Sexuality
Alliance (GASA); Global Social Work Alliance (GSWA); Hispanic Students Alliance; Jewish
Students
Alliance; Mind-Body Alliance; Multi-Faith Spirituality Club; One-Year Residence
Alliance; Macro Social Work Student Network (MSWSN);
Queer Alliance; Parents Alliance;
Silberman School of Social Work Improv Society at
Hunter (SSSWISH); Students of Color
Collective (SOCC); Women of Color
Collective (WOCC); and a student chapter of the
National Association of Black Social
Workers (NABSW).
Student Organization Room
Room 317 in the Silberman School of Social Work is for the use of all student organizations.
Organizations may reserve specific times for use via the Office of Student Services.
68
13
COMMUNICATIONS
Students should check their Hunter e-mail and the School website daily for important
announcements. All matriculated students are given a Hunter e-mail address and a
password.
All official communication from the
College will go to this address.
Information on
student mail services can be found online at
http://snet.hunter.cuny.edu/smail/index.shtml.
Please also provide the Office of Student Services with
your personal email address.
Late-breaking information will be posted on the flat screen announcement monitors in the
lobby and the 4
th
floor and on bulletin boards throughout the school. Some important
announcements, such as weather-related bulletins, will be posted on the Hunter College
homepage.
Emergency Contact
Students should check that the Department of Student Services on the 3
rd
floor has their
current address, telephone number, and personal e-mail address for urgent notices and
emergency contacts. It is essential that students inform the School of any changes in
names, addresses, e-mails, or home and field placement telephone numbers.
Bulletin Boards
Notices posted by the faculty and administration may be found in several locations.
Students are responsible for reading posted information. The bulletin boards in the lobby
and on the 2
nd
and 3
rd
floors may be used for posting of official notices, including the
following:
Field placement information
Assignment of advisors and rooms for advisement
Scholarship information
Professional organization information
Community programs of interest
Student organization notices
Course schedules
Employment opportunities
Bulletin boards in classrooms are available for faculty and students and often include
announcements of upcoming School and community events.
Student Bulletin Boards
Student bulletin boards are found outside Academic Advisement on the 3
rd
floor and
outside classrooms on the 2
nd
and 3
rd
floor. Materials posted in areas other than those
described above will be removed unless approved by the Office of the Dean or the Hunter
College Office of Student Services.
Telephones
Cell phones may be used in the lobby and corridors. However, they are to be turned
off when in the classroom, library, computer labs, and lecture rooms.
69
Communication with Faculty
Faculty offices are on the 4
th
, 6
th
, and 7
th
floors of the building. A directory of phone
numbers, room numbers, and e-mail addresses can be found in the Appendix of this
handbook. Contact information is also available on the School’s web site. Students who
wish to leave papers, mail, or messages for faculty members should take them to the
faculty mailboxes located on the 4
th
floor. For adjunct faculty members, materials may be
left in the file cabinet located directly under faculty mailboxes in the 4
th
floor Faculty
Suite.
Communication with Advisors
All students have access to academic advisors for review of course selection, academic
performance, and eligibility for graduation. During the semester, Academic Advisors are
generally available Monday through Friday from 9:30 a.m. to 7:00 p.m. on the 3
rd
floor, as
part of the services of the Department of Student Services. Academic advisement is also
available on-line by e-mailing sswacademi[email protected]. For more
information, please see Chapter 6 of this handbook.
Field advisement provides an opportunity for discussion of pertinent academic and field
issues. Advisors communicate with students in group advisement meetings, individual
appointments, and through phone and e-mail. Attendance at these advisement meetings is
mandatory. The location of advisement meetings is posted in the lobby and is available on
the 3
rd
floor from the assistant for the Field Education Office. For more information,
please see Chapter 5 of this handbook.
Official Facebook Page
(https://www.facebook.com/SilbermanSSW)
We welcome contributions to our Facebook page. Please note that comments are
monitored, and if we become aware of messages that contain advertising or commercial
solicitations, are off-topic, or violate any law or any City University of New York
(CUNY), Hunter College, or Facebook policy, we reserve the right to remove them.
Users of this Facebook page take personal responsibility for their comments, user name,
and any information or other content they post. Comments made on this site do not
necessarily reflect the opinion of Silberman School of Social Work, Hunter College, or
CUNY as a whole. Silberman School of Social Work, Hunter College, and CUNY are not
responsible for the content of any non-CUNY website(s) linked to or from this page. In
addition, Silberman School of Social Work upholds the Terms of Service standards
administered by Facebook. Facebook encourages all users to utilize the “Report” links
when they find abusive content (https://www.facebook.com/legal/terms).
Other Official Links
http://sssw.hunter.cuny.edu/
https://twitter.com/silbermanssw
https://facebook.com/SilbermanSSW
http://www.linkedin.com/groups/SSSW-Silberman-School-Social-Work-4800087/about
http://criticaltime.org/
http://silbermanaging.com/
http://www.nccwe.org/
70
14
POST-GRADUATE RESOURCES
Licensure Supports and Resources
The Licensure Process
The purpose of licensure in social work is to assist the public through the identification of
standards for safe, ethical, effective professional practice. Building on the foundation laid by
the Master of Social Work (MSW) degree, licensure enhances social workers’ professional
opportunities, and affirms social work itself as a profession – an occupation that involves
prolonged training and a formal qualification by a licensing body. Each state sets and
governs its own rules for the Licensed Master of Social Work (LMSW) licensure, based on a
national test administered by the Association of Social Work Boards (ASWB). In general, a
social worker must hold an MSW degree to apply for the LMSW license.
It is each student’s responsibility to create a licensure study plan when they enter the MSW
program, and to engage in their plan throughout their education at Silberman. The LMSW
exam is a nationwide test, assessing general knowledge about the profession. Not all of the
content on the exam may be covered in coursework. It is the student’s responsibility to
learn the content that may not be covered during their course of study at Silberman, with
the assistance of Silberman Licensure Central.
Silberman Licensure Central
Launched in 2017, Silberman Licensure Central is a digital gateway that provides students
with resources, information, and practical steps to help them become licensed LMSWs. It is
available on the School’s Blackboard page:
Blackboard > SSSW Information Corner > Licensure Central
Silberman Licensure Central provides the following for students’ use:
Instructions on the LMSW exam registration process for New York and New Jersey;
Specifics on test prep, test simulation, and study guides;
Registration for one free LMSW test prep class, available to SSSW students who
complete the degree requirements;
Additional links and resources.
Online Assistance
For questions and concerns about the LMSW exam and licensure process, there is a
Licensure Specialist available via email: [email protected].
71
Silberman Library Resources
The Hunter College Social Work & Urban Public Health Library, located in the Silberman
Building, maintains additional resources to help students prepare for LMSW licensure.
These include test prep books for loan, computerized test-taking simulations, and resource
guides.
Accessing Resources After Graduation
After graduation, new alumni may obtain an Alumni OneCard by visiting the Hunter
College Alumni Office, Main Campus, East Building Room 1314. (Note: Once verified and
enrolled, students will obtain their physical card from the OneCard Office, West Building
Room 203). With an Alumni OneCard, Silberman alumni are able to maintain their Hunter
email IDs and access Blackboard, where they may continue to access LMSW help. Alumni
with the Alumni OneCard may also continue to borrow materials from the Hunter College
Libraries.
Employment-Related Services
Silberman School of Social Work Job Bank
Current listings of full-time, part-time, summer, temporary, voluntary, and instructional
positions are compiled on the Silberman School of Social Work’s private LinkedIn group,
which can be accessed by going to the Alumni section of the SSSW website.
Posting Notices in the Job Bank
Potential employers who wish to post job notices are encouraged to submit detailed job
information using the School’s online Job Posting Request Form. This form is available on
the SSSW website by clicking Quick Links > Forms. (Job notices may sometimes also be
submitted to Method Chairs or the Director of Student Services).
MSW Job Fairs
There are MSW job fairs held periodically throughout the year in the New York area.
Students will receive relevant information about these opportunities throughout their time at
the School. It is important that students check their @myhunter emails regularly. In
addition, all SSSW students and alumni are urged to attend the annual MSW job fair co-
sponsored by Silberman and other New York schools of social work during the spring
semester.
Hunter College Office of Career Development Services
All Silberman students and alumni are invited to attend the career fairs sponsored by the
Hunter College Office of Career Development Services, held each fall and spring semester.
In conjunction with these and other local job fairs, the College provides reference materials
and conducts review sessions on résumé preparation and interviewing skills for students and
alumni. Career development workshops and potential-employer information sessions may
also take place during Common Times. Students should consult Common Time schedules
for details.
72
15
SUPPORTS
FOR
LEARNING
The Hunter College Libraries / Social Work and Urban Public Health Library
The Social Work & Urban Public Health Library
(SWUPHL) is a graduate- and doctoral-
level branch of the Hunter College Libraries. Located on the main floor of the Silberman
Building, SWUPHL serves the academic and research needs of the Silberman School of
Social Work and the Hunter College undergraduate Urban Public Health Programs and
graduate Nutrition Program.
The
SWUPHL
is under
the
administrative jurisdiction of the
Chief Librarian and Dean of the Hunter College Libraries Department.
Upon entering the SWUPHL, patrons are greeted by the Information Commons, which
houses the AV-ICIT Service Desk, the Circulation Desk, and the Reference Desk. The
SWUPHL contains group and individual study areas, including six group study rooms
which contain audio-visual equipment and monitors. There is a mini-computer lab with
eight desktop computers, six study carrels with secure laptop computers, and 20 laptop
computers available for check-out at the AV-ICIT desk. Printing, photocopying, and
scanning equipment are available. There is wireless Internet access throughout the entire
Silberman Building.
The SWUPHL contains 56,000 volumes, 80 print serials, and audio-visual materials—all of
which are searchable in the online CUNY+ catalog. Students have electronic access to over
300 databases, 100,000 eJournals, and 263,000 eBooks. Students also have access to
Hunter’s Cooperman Library and Zabar Art Library at 68
th
Street, the Health Professions
Library on the Brookdale campus, and all 24 libraries in the CUNY system. Materials from
other CUNY libraries are made available to Hunter students through CUNY’s intra-library
transport system known as CLICS. Materials not held in any CUNY library may be
requested through the national Interlibrary Loan service known as ILL.
The Library Faculty provide instruction and reference services. Silberman students will
receive four hours of in-class Information Literacy Instruction for social work practice over
the course of the standard two-year program. The SWUPHL’s Reference Desk is covered
by a faculty librarian approximately 54 hours per week, including Saturdays. Students may
“drop in” at or call the Reference Desk to work with a librarian on reference and research
questions. In addition, students may email librarians directly or use the online request form
to schedule one-to-one research consultations. Ask-a-Librarian, an online live chat service,
is available 24 hours a day through the Hunter College Libraries website.
Important Links:
The Hunter College Libraries website: http://library.hunter.cuny.edu/
SWUPHL Hours: http://library.hunter.cuny.edu/hours/schools-social-work-
public-health
The Social Work Library Guide :
http://libguides.library.hunter.cuny.edu/SW_Research
Online Research Consultation Request Form:
https://library.hunter.cuny.edu/forms/class-request?request_type=2
73
Accessibility Services for Students
Students are encouraged to register with the Hunter College Office of AccessABILITY in
order to receive services offered under ADA guidelines. The Office of AccessABILITY
makes accommodations in accordance with the Americans with Disabilities Act (ADA) of
1990 and Section 504 of the Rehabilitation Act of 1973. Students who are eligible for
reasonable accommodations include those with written and certified mobility, visual, or
hearing impairments, learning or cognitive disabilities, mental health conditions, and any
condition that limits basic functions. Also eligible are students in recovery from alcohol
or substance addiction and those diagnosed with HIV/AIDS. Documentation of
disability is required. All information is kept confidential and is only released with
the student’s written permission. The office is in the East Building, Room 1214B,
Hunter College Main Campus at 68
th
Street,
(212) 772-4857. The webpage for the Office
of AccessABILITY is:
http://www.hunter.cuny.edu/access. Additional information is
also available on the SSSW website, Student Services page.
Accessibility Services at the Library
The SWUPHL works collaboratively with the Office of AccessABILITY, the Office of
Student Services, Silberman’s Educational Technologist, and the AV-ICIT Department to
provide assistive technologies and universally accessible library materials. SWUPHL
currently maintains access to Dragon, JAWS, and ZoomText softwares (JAWS and
ZoomTEXT are now known collectively as Fusion) and access to Kurzweil 3000.
Students with disabilities may contact the Head Librarian, Margaret Bausman, at (212) 396-
7659 or [email protected] for more information about resources and services
for students with disabilities. While students are not required to disclose information
about the nature of their disability, when contacting the library for access assistance,
students should identify themselves as registered with the Office of AccessABILITY and
indicate the service accommodations they need. (Students registered with the Office of
AccessABILITY have an identifying card that indicates their accommodations; however,
not all accommodations may be needed for every situation.)
Assistive Technology at the Library
Students with specific Assistive Technology needs may contact the AV-ICIT Service Desk
in the Information Commons of the SWPHL at 212-396-7670. The technologies
currently available include the following:
Dragon Naturally Speaking
FUSION (JAWS/ZoomText)
Kurzweil 1000
Kurzweil 3000 (Note: To download the most up-to-date web version of Kurzweil 3000,
students must be registered with the Office of AccessABILITY and use their assigned
web credentials.)
During the 2017-2018 academic year, FUSION and Kurzweil 3000 software products will
also be available for download on personal and School computers throughout all CUNY
campus communities.
The AV-ICIT Department will work with the Office of AccessABILITY to provide other
technologies as needed.
74
Access & Technology Center
Under the auspices of the Office of AccessABILITY, the Access & Technology Center
offers adaptive technology and individualized computer training for students with
disabilities. This adaptive technology is especially helpful for students who have learning
disabilities or visual and hearing impairments. The Center is in the North Building, Room
300, Hunter College Main Campus at 68
th
Street. The webpage for the Center is:
http://www.hunter.cuny.edu/access/services-programs/accesscenter
Computer Laboratory
The Silberman Building houses four computer laboratories on the concourse (basement)
level. These laboratories are regularly used for scheduled classroom instruction and
research, and class schedules are posted on each door. However, when not in use for
class, the laboratories are available for student use. Each lab has a printer.
The lab computers are loaded with many popular word-processing, spreadsheet, and
database programs as well as a range of discipline specific software. Computer terminals
specifically designated for Internet access are available at stand-up stations throughout the
Silberman Building.
Audio Visual Resources
VCR, DVD, and video camera equipment are available for curriculum-related activities.
Students who wish to record and/or present a video or DVD within the building in
fulfillment of a course assignment can arrange to do so with the permission of their
instructor. Use of the equipment is scheduled with approval. Most classrooms are smart
classrooms, equipped with video and internet access. Technical support staff is available to
provide assistance and are located in the Library.
The Silberman Writing Program
The Silberman Writing Program (SWP) offers free tutoring services to all students enrolled
at the Silberman School of Social Work. The SWP offers a variety of resources, including
one-on-one writing consultations and over 70 handouts and podcasts to help students with
their writing and information literacy needs. Students can schedule an appointment for an
in-person consultation by visiting the following websites: ssswwriting.youcanbook.me and
ssswwriting2.youcanbook.me. If the times indicated on the site are not convenient,
students can contact the director of the Writing Program, Christopher Hartley, to arrange
something more suitable for their schedules (ch552@hunter.cuny.edu). Useful handouts
and podcasts can be accessed by visiting the Silberman Writing Program section of
Blackboard (in the SSSW Information Corner). The Writing Program offers the following
services:
One-on-One Tutoring
“Tele-Tutoring” & Remote Tutoring
Group & In-Class Workshops
Writing & Information Literacy Handouts
Writing & Information Literacy Podcasts
A Preparatory Writing & Information Literacy Workshop for New Students
Hunter College Reading/Writing Center
The Reading/Writing Center, located at Hunter College in Thomas Hunter Hall, 4
th
floor,
75
provides free tutorial assistance to registered students. Tutors are students who are trained
to facilitate the development of critical reading, writing, and research skills. The services
(which include tutorial assistance, e-tutor assistance, and instructional handouts) are also
available on the website (http://rwc.hunter.cuny.edu/). Drop-in service operates on a
first-come, first-serve basis, during which time students can meet with a tutor for up to 30
minutes. The length of the session depends upon individual needs.
When students cannot attend tutoring in the Reading/Writing Center or when they have a
specific question, on-line contact is an efficient way of receiving assistance. Using E-tutor,
students can ask questions about the writing process as well as send a section of a paper as
a Word attachment for review. Students must include their full name, Hunter e-mail
address, the course title, and basic information about the assignment. E-tutor does not
read and comment on whole papers. The email address for this assistance is E-
tuto[email protected]du.
Additional Student Supports
Any student experiencing any psychosocial stressors impacting their learning (financial,
emotional, psychological, physical, or otherwise) should immediately contact the
Department of Student Services for a range of supports, including referral to Hunter
College’s Counseling and Wellness Services or Behavioral Response Team.
76
16REGISTRATION AND FINANCIAL AID
Records and Registration
The dates and basic procedures for internet registration are determined by the Office of the
Registrar at Hunter College, but most materials are also distributed by the School via the
website. Filing of additional forms, validation, and payment of fees are completed at the
Office of the Registrar at Hunter College, 695 Park Avenue at 68
th
Street.
Students should keep all bursar’s receipts, copies of official registration, and grade records
sent by the College. It is the students’ responsibility to make sure that their records are up-
to-date and correct. Faculty members and staff only advise and cannot register students for
classes or process changes.
The Registration Process
Registration occurs prior to the beginning of each term and is organized in two parts:
1. Course registration is conducted via the Internet using CUNYFirst and can be accessed
through www.cuny.edu: Log-in>CUNYFirst.
2. Payment of fees is completed online following registration. Students should keep the
bursar’s receipt for their records. ID cards are obtained at the OASIS office, Room 217,
North Building, Hunter College.
Registration
It is the students’ responsibility to register for all of their classes each semester. If they are
registering and find that a class they want is full or is reserved for another group, they must
select another class. If they are not registered in the class they want, they should check back
periodically in CUNYfirst to see if someone has dropped that class, leaving an open seat for
them to swap classes.
Detailed registration instructions, course schedules, and registration dates are available
several weeks before registration begins and are posted on the School’s website and on the
registration page on Blackboard.
Except for incoming students, all other students should consult with their academic advisors
prior to registration to plan their programs and ensure that they are enrolling in courses
needed for completion of their degree requirements. Incoming students receive specific
information and instructions in the summer prior to the beginning of classes. Course
sections and registration dates are posted on the Registrar’s website:
http://registrar.hunter.cuny.edu . Students should check the Registrar’s website for
information on registration and required payment dates.
Students should also check the School’s website and their Hunter e-mail accounts for course
schedules, changes, and additional information.
MSW Graduate students cannot enroll in more than 17.5 credits per semester without the
approval of the Silberman Registrar Office.
77
Registration Waitlist
Four weeks before the semester starts, the registration waitlist will be available on
Blackboard (Blackboard>SSSW Information Corner>Registration) for students who require
assistance registering and who have already made every effort to register for their classes.
Each request will be reviewed and students will be notified if their requests can be fulfilled.
These requests should not be used to request specific instructors. Instead, requests should
be for special needs and special circumstances, and documentation will be required when
students submit their requests.
Please note: At the end of the registration process, class lists are reviewed by the Office of
the Dean and professional curriculum area chairpersons. Adjustments may be made in
order to relieve overcrowding or to equalize class size. If needed, new sections may be
opened or classes may be canceled because of insufficient registration.
Tuition Payment
The Bursar’s Office at Hunter College (Room 238 of the North Building, 212-772-4400) has
up-to-date information on tuition charges for the School of Social Work. Tuition currently
can be paid online. Students are urged to pay the tuition bill before or on its due da
te. F
a
ilure
to do so results in being automatically dropped from the courses for which the student has
registered. Students are required to then register again—often when many
courses
have
already filled. Students should file a FAFSA form each year, regardless of financial need.
Filing this and an application for a student loan will prevent potential cancellation of classes
and facilitate processing of loans, scholarships, and awards.
Refund Policy
The CUNY refund policy relates to all students who withdraw from courses prior to the first
day of the fourth week of classes. The refund policy is as follows:
100% tuition and fees prior to 1
st
day of
classes
75% tuition only prior to 1
st
day of 2
nd
week of classes
50% tuition only prior to 1
st
day of 3
rd
week of classes
25% tuition only prior to 1
st
day of 4
th
week of classes
See the Hunter College Registrar's website each semester for the exact da
tes.
Transfer, Waiver, and Prior Graduate Credits
For
inc
oming students entering their first year, a maximum of 12 graduate social work credits
may be transferred to the Silberman School of Social Work from another accredited graduate
social work program. Transfer credits will be considered for courses only in which grades
received are B or better and which were taken within the last 5 years. A maximum of nine non-
matriculated credits taken at the SSW may be counted toward the 12 credit transfer limit.
Official transcripts are necessary for all courses except those taken at Hunter. Courses can be
transferred only in the context of the School’s requirements. No academic credit is given for
life experience or previous work experience.
Instructions for Application to Transfer Credits
Transfer of credit and credit waiver fall under the purview of the Director of Enrollment
Management, in accordance with the following procedure:
1. A student seeking to transfer credit must submit a Transfer of Credit Form to the Office
of Enrollment Management before the start of their first semester: By July 31
st
for the
Fall Semester or December 15
th
for the Spring Semester. Students may obtain this form
on the SSSW website or directly from the Office of Enrollment Management.
78
2. The student must complete the Transfer of Credit Form, and attach:
a. Copy of official transcript(s) reflecting the courses under consideration, except
for courses taken at Hunter College;
b. Syllabi for all courses under consideration, including courses taken at Hunter
College;
c. Any additional, relevant supporting documentation.
3. The student must indicate whether the courses under consideration are intended to count
toward elective or required Silberman School of Social Work credits. If being presented in
lieu of required course credits, the student must write the titles of the SSSW equivalent
courses.
4. The student submits their completed credit transfer request to the Office of Enrollment
Management, which monitors the request’s processing and return.
5. Once the Office of Enrollment Management verifies the initial validity of the student’s
request, it sends all materials to the appropriate curriculum area Chair for their review
and written decision.
6. The curriculum area Chair reviews the request, and returns a signed decision – approval
or denial – to the Office of Enrollment Management and the Associate Dean for
Academic and Faculty Affairs; Final approval is made by the Associate Dean for
Academic and Faculty Affairs.
7. The Office of Enrollment Management informs the student of the final decision.
8. If the student’s request has been approved:
a. The Office of Enrollment Management sends all materials (originals) to the
Registrar’s Office at Hunter College, where the student’s record is updated; the
student will be given duplicates.
b. The Office of Enrollment Management directs the student to the Director of
Student Services for subsequent advisement.
Note: No more than six credits of graduate study in fields other than social work will be
accepted. A maximum of six credits of non-social work graduate coursework may be
transferred to the School if these credits were taken in related fields within the last five years.
Courses Subject to Waiver or Transfer
Courses that may be considered either for waiver or credit transfer are the first Social
Welfare Policy and Services course, (SSW 701), two required courses in Human Behavior
and the Social Environment (SSW 711 and 712) and the first Social Work Research course
(SSW 751). Students seeking to transfer research credit may be asked to attend SSW 751 in
order to develop the research project they will be required to execute in SSW 752 (Research
2). Practice method courses generally cannot be waived. Some professional curriculum areas
require a waiver exam. Students who feel they have mastered the material covered by a
course through prior study may choose to take a waiver examination. Passing the exam does
not mean that the student is awarded credits of the waived course; instead, doing so only
exempts the student from that required course.
Waiver of courses does not release a student from the necessity of completing the total
number of credits required for the degree. Transfer credits, when approved by the Office of
the Dean, can be used toward the degree.
79
Financial Aid and Scholarships
Scholarships
Requests for information on scholarships should be directed to the Director of Enrollment
Management. This department facilitates School
of Social Work partial tuition waiver funds
as well as government and foundation scholarships.
Applications are processed each
semester. As a result of the limited resources, not everyone
who applies for partial tuition
waiver assistance will receive it. The awards are based on
student financial need.
http://www.hunter.cuny.edu/studentservices/scholarships.
Please note: Most scholarships are formally administered via the Hunter College Bursar’s
Office and the Hunter College Office of Financial Aid. Accordingly, students who hope to
receive scholarships must have a FAFSA form on file.
Awards received through the Tuition Assistance Program (TAP), GSL, Perkins Loan
(formerly National Direct Student Loan, NDSL), or College Work-Study should be reported
as income on the scholarship application and do not preclude eligibility for partial tuition
waivers.
Financial Aid Office
Information about Federal Direct Loans can be obtained at www.fafsa.ed.gov. Applications
for Perkins Loans, TAP, and Work Study are distributed and processed by the Financial Aid
Office at Hunter College, 695 Park Avenue, Room 241, (212) 772-4820, e-mail
[email protected] or visit http://www.hunter.cuny.edu/onestop/finances/financial-
aid. Financial aid counselors are available on a walk-in basis at Hunter College. Billing
directions and submission of direct loan forms should be directed to OASIS at Hunter
College, Room 217, North Building.
The New York Higher Education Services Corporation Loan
The procedures designated by the Financial Aid Office must be followed. Applications for
the NYHESC Loan must be picked up from a bank (education division). Funds are
borrowed by the student from a bank and payment is guaranteed by the
fed
eral
government
through Hunter College. Students must complete this application and bring it to the
Financial Aid Office after which a questionnaire must be completed. This questionnaire is
needed so that the Financial Aid Office can insert their portion of the NYHESC application
and is part of the guaranteeing process.
Eligibility for Student Loans
Hunter College requires students to be enrolled in courses totaling a minimum of six credits
to be eligible for student loans.
Student Loan Deferments for Past Loans
Terms of deferment may be determined by the lending agency. The staff in the Registration
and Certification Unit of the Registrar’s Office will sign and seal student loan deferments for
all Hunter College students. This service cannot be performed for new students until they
have registered and paid for the first term.
80
17
LIABILITY INSURANCE, HEALTH AND COUNSELING
Liability Insurance
All students enrolled in or auditing the field practicum must purchase liability insurance
coverage from the School's Professional Liability Insurance Program; a small fee is attached
to the tuition bill during the semesters when students are enrolled in either SSW 761, 763,
or 767. Students who are not enrolled but who have been asked to repeat a semester in the
field practicum should bring payment to the Field Education Department on the 3
rd
floor.
Health Services and Wellness Education
Vaccinations and emergency health care information are available through Hunter
College Health Services, located at the Main Campus (68
th
Street and Lexington Ave),
North Building Room 307. Health Services may be reached at (212) 772-4800 or
healthandwellness@hunter.cuny.edu. Health/wellness education resources and
programs are also available.
Health Insurance
Please refer to Hunter College Health Services for options to purchase health insurance:
http://www.hunter.cuny.edu/cws/healthservices/healthservices-insurance.
Counseling Services
Students experiencing personal difficulties may wish to receive individual or group support.
Free, confidential on-site counseling, as well as referrals to external support services, are
available through Hunter College Counseling Services, located in East Building Room 1123
on Hunter’s Main Campus. Walk-ins are taken from 9 a.m. to 5 p.m. Students may also call
(212)-772-4931 or email [email protected] for an appointment.
Students may also contact the Director of Student Services for assistance in scheduling an
appointment and for information about additional resources.
Hunter College Behavioral Response Team
Students in crisis or experiencing significant distress can be referred to the
Behavioral Response Team, an interdisciplinary group of professionals affiliated
with Hunter College. Additional information on the BRT, the referral process, and
the protocol the BRT follows, is available at http://www.hunter.cuny.edu/brt.
81
18
FACILITIES
The Building
The School of Social Work’s Silberman Building includes classrooms, a well-resourced
library, community meeting spaces, four computer labs with extensive software, and an art
gallery. The building has an interior courtyard garden and a large 2
nd
-floor terrace. A café is
located in the building as well. Additionally, the building is home to the Brookdale Center
for Healthy Aging; the library and archives of Centro: The Center for Puerto Rican Studies
at Hunter College; and the undergraduate programs in Nutrition and Community Health
Education. are co-located in the building. In addition to resources in the School of Social
Work building, there are extensive learning resources at the main campus of Hunter College
(68
th
Street and Lexington Avenue), the CUNY Graduate Center, and other campuses of
the City University of New York (CUNY).
Hours of Access
Administrative and faculty offices are generally open between 9:00 a.m. and 6:00 p.m. during
the week. Classes may be held within or outside of these hours. Faculty members may set
office hours within or outside of these hours; and appointments may be necessary. Students
are advised to consult individual faculty and staff members about their office hours.
Individual administrative departments, such as Enrollment Management or Student Services,
may adhere to specific office hours and may hold events outside the hours listed above.
The Hunter College Social Work & Urban Community Health Library, located in the
Silberman Building, is generally open during business hours and evenings; however, its hours
depend on the day of the week, time of year, and whether scheduled classes are in session.
Students are advised to check the Library’s website for the most current operating hours:
http://library.hunter.cuny.edu/schools-social-work-public-health
Restrooms
The School has an All-Gender Restroom on the 3
rd
floor. The All-Gender Restroom is
intended to demonstrate the School of Social Work's support for everyone’s right to have
access to safe and comfortable facilities. Trans people and people who don’t fit gender
stereotypes are often targets of harassment and violence in “women’s” and “men’s”
bathrooms. Such harassment and social control has no place in an institution of higher
learning. We encourage students to respect diversity in gender identity and expression
and support people’s comfortable access to these facilities.
Room Requests
Student requests for space should be directed to the Department of Student Services. In
general, space requests which are associated with School of Social Work programming
and School community members are processed through Silberman and then referred to
the Hunter College Central Reservations System. External requests for space must be
made directly through the Hunter College Central Reservations System.
Food Service
Vending machines are available on the 2
nd
and 3
rd
floors. There is also an independently
operated grab-and-go café on the 1
st
floor, currently run by a local merchant.
82
Smoking
Smoking is prohibited throughout the building. Smoking is also prohibited within a
certain distance of the building’s exits and entrances, and on or near the grounds of all
CUNY properties, per CUNY’s Tobacco-Free Policy ratified in 2011.
Building Operations
The Assistant Dean for Finance and Administration works directly with the Office of
Facilities Management and Planning, the Department of Public Safety, and the Office of
Instructional Computing and Informational Technology to ensure the provision of building
services. Any building emergencies should be reported to Public Safety immediately: 212-
396-7777.
No nails, tacks, or scotch tape are to be used on the walls of the building. Notices may be
tacked on the classroom bulletin boards and the student government bulletin boards and
outside classrooms. The Department of Student Services may be contacted with questions
regarding bulletin board use and policies.
Fire Drills
Public Safety personnel conduct required fire drills. Emergency response information is
posted inside each classroom and by elevators. Doors leading to emergency stairwells
should not be propped open at any time.
Fire/Emergency Procedures for Students with Disabilities at the School
1.
Public Safety personnel will oversee any emergency condition.
2. Students with disabilities should familiarize themselves with the emergency procedures
posted by the elevators on each floor. Unless directed otherwise by FDNY personnel
or other emergency responders, disabled persons will enter the nearest stairwell and
await FDNY responders to assist them in exiting the building.
3. All students, upon noticing someone in need of assistance during an emergency,
should be sure to notify the nearest emergency responder as quickly and safely as
possible.
Emergency conditions should be reported directly to Public Safety at 212-396-7777.
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19
FINISHING UP
Preparation for Graduation
Graduation is held in January and in June. Students graduating in either January or June
are encouraged to participate in one of the twice yearly commencement events held by
Hunter College. In addition, the School holds two recognition ceremonies (January and
June) organized by the administration and students. Students finishing their last six
credits
or less in summer may participate in the June graduation. However, their degree
will not be conferred until the end of the summer semester.
In preparation for graduation, and prior to their final semester, students should check their
transcript with an academic advisor to be sure that all course work has been successfully
completed, that
grades of Incomplete have been changed, and that transfer credits have
been applied.
An integral part of completing the degree is applying for the degree audit. Students may
apply for an early degree audit – which will track their credit accumulation through their
two years in the program – or apply for the degree audit during their second year. Students
will receive alerts regarding degree audit application. They may also contact academic
advisors for information and assistance. Once confirmed as a degree audit applicant in
their final semester, students are required to meet with their academic advisor for a final
transcript review.
It is the student’s responsibility to apply for the degree audit by the appropriate deadlines
and to meet with an academic advisor for a final review during their final semester of
course work. Failure to follow these steps will cause a delay in degree conferral and will
subject the student to additional fees.
All course work for the terminal semester must be completed by the deadline for grade
submission. The degree cannot be awarded until all work is complete. If the work is not
completed by deadline for grade submission, the degree will not be awarded until the end
of the following semester (i.e., June if the expected date of graduation is January or
September if the expected date of graduation is June). Students must be enrolled for a
course or pay a maintenance of matriculation fee in the semester in which they graduate.
APPENDIX A
Below, you will find a list of the School’s course requirements for all students. On the
following pages, you will find curriculum grids (model programs) for students in the Two
Year Full-Time; OYR; Advanced Standing; Bank Street Dual Degree; Accelerated Full-
Time; and Accelerated OYR programs. Please consult these models as applied to you.
REQUIRED COURSES AS OF 9/1/14
THE SCHOOL RESERVES THE RIGHT TO INTRODUCE REQUIREMENTS FOR THE DEGREE
DIFFERENT FROM THOSE LISTED IN THE HANDBOOK IF, IN THE JUDGEMENT OF
ADMINISTRATION AND FACULTY, THEY ARE WARRANTED
Course Number
Title
Credit
SSW 701
Social Welfare Policy & Services I
3
SSW 702
Social Welfare Policy & Services II
3
SSW 711, 712 & 713
Human Behavior and the Social Environment I, II,&
III
9
SSW 717 & 718
Social Work Practice Learning Lab 1 & 11
6
SSW 751
Social Research I
3
SSW 752
Social Research II
3
SSW 797
Field of Practice
Platform Course
3
SSW 721, 722 & 723
SSW 741, 742, & 743
SSW 781, 782, & 783
Major Methods I, II, III
9
SSW 790
Professional Seminar
3
Two Free Electives (three credits each)
6
SSW 761, 762, 763,
764
or
SSW 767 & 768
Field Practicum I, II, III & IV
or
Field Practicum I and II for OYR Program Students
12
TOTAL CREDITS
60
Students are also required to participate in (a) State Mandated Child Abuse Reporting,
(b) Ethics and (c) Entitlement Workshops (associated with SSW 717 & 718 Social Work
Practice Learning Laboratory).
TWO-YEAR PROGRAM (TYP) CURRICULUM
PLAN
(Subject to Revision)
Please Note: These grids are in effect as of the FALL 2016 semester.
Continuing students should follow their previous grids and consult with
an academic advisor if they have any questions.
ONE YEAR RESIDENCY (OYR) PROGRAM CURRICULUM PLAN
(Subject to Revision)
Please Note: These grids are in effect as of the FALL 2016 semester.
Continuing students should follow their previous grids and consult with
an academic advisor if they have any questions.
ADVANCED STANDING PROGRAM CURRICULUM PLAN
(Subject to Revision)
Please Note: These grids are in effect as of the FALL 2016 semester.
Continuing students should follow their previous grids and consult with
an academic advisor if they have any questions.
BANK STREET DUAL DEGREE PROGRAM CURRICULUM PLAN
(Subject to Revision)
Please Note: These grids are in effect as of the FALL 2016 semester.
Continuing students should follow their previous grids and consult with
an academic advisor if they have any questions.
ACCELERATED FULL-TIME PROGRAM CURRICULUM PLAN
(Subject to Revision)
Please Note: These grids are in effect as of the FALL 2016 semester.
Continuing students should follow their previous grids and consult with
an academic advisor if they have any questions.
ACCELERATED ONE YEAR RESIDENCY (OYR) PROGRAM CURRICULUM
PLAN
(Subject to Revision)
Please Note: These grids are in effect as of the FALL 2016 semester.
Continuing students should follow their previous grids and consult with
an academic advisor if they have any questions.
ORGANIZATIONAL MANAGEMENT & LEADERSHIP (OML)
PRACTICE METHOD
PROGRAM CURRICULUM PLAN
(Subject to Revision)
Year One
Fall
Winter
SSW 701 Social Welfare Policy & Services (Saturdays)
SSW 712 Human Behavior & the Social Environment
II (OML Focus: Organizational
Behavior) (Intensive: 5 six hours Saturdays)
SSW 717 Social Work Practice Lab I (Offered Thursday
evening for the whole semester)
(Two year OML Students also take 761 Field Practicum – 3 credits)
Spring
Summer
SSW 711 Human Behavior in the Social Environment
I (OML Intensive: Entire Life Cycle) (Intensive: 5
six hours Saturdays)
SSW 718 Practice Lab II (Offered Thursday evening for
the whole semester)
SSW 781 OML Method I (OML I: Leadership,
Strategy, Mission) (Intensive: 5 six hours
Saturdays)
(Two year OML Students also take 762 Field Practicum – 3 credits)
SSW 713 Human Behavior & the Social Environment
III (Intensive: Organizational Change) (Intensive)
SSW 702 Social Welfare Policy & Services II (Intensive)
Year Two
Fall
Winter
SSW 751 Social Research I (OML version uses
management data sets and
problems) (Wednesday evenings)
SSW 782 OML Method II (Governance, HR,
Planning) (Intensive: 5 six hours Saturdays)
SSW Field of Practice Platform (Field of Practice
specific) (Wednesday late afternoons)
Elective (Option)**
SSW 767 Field Practicum I
(Two year OML Students also take 763 Field Practicum – 3 credits)
Spring
Summer
SSW 783 OML Method III (Financial, Resources,
IT) (Intensive: 6 Saturday sessions- 2 four-hour
and 4 six-hour sessions)
SSW 752 Social Work Research II (OML version uses
management data sets and
problems) (Wednesday evenings)
SSW 790 Professional Seminar (Wednesday late
afternoons)
SSW 768 Field Practicum II (OYR)
(Two year OML Students also take 764 Field Practicum – 3 credits)
Elective I
Elective II
Students may take any electives they qualify for (some
may have prerequisites), but the following have been
developed for OML:
Social Enterprise, social entrepreneurship, & social
innovation (usually in the Fall)
Clinical Knowledge for Managers (usually in the
Spring)
Legal Issues for Managers (Usually in the Spring)
* * Taking course during the winter might require out of pocket
expense.
Classes in bold are required OML classes, offered only once per
year on one evening per week or intensively on Saturdays for 5 or 6
sessions. Other classes are those that all MSW take and may be
taken any time they are offered. One evening and Saturday
versions are offered to fit OYR students’ work schedules.
This schedule allows students to complete the coursework in 2
years (four semesters) and one required summer (HBSE III-OML is
only offered in the summer). Students may elect to complete the
courses in an additional summer or an additional (fifth) semester.
For additional information, contact Associate Professor James
Mandiberg at 212-396-7525 or jm945@hunter.cuny.edu
(All courses are 3 credits, except second year fall course SSW 767 and second year spring course
SSW 768 they are 6 credits. Saturday classes are required for this method)
Appendix B
I. Students’ Right Concerning Education Records
II. Student Rights and School Policies
I. Students’ Right Concerning Education Records
The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to
their education records. They are the following:
1. The right to inspect and review the student’s education records.
Students should submit to the registrar, the dean of students, or other appropriate college official, written
requests that identify the record(s) they wish to inspect. If the records are not maintained by the college
official to whom the request was submitted, that official shall advise the student of the correct official to
whom the request should be addressed.
All requests shall be granted or denied in writing within 45 days of receipt. If the request is granted, the
student will be provided with copies of the requested records or notified of the time and place where the
records may be inspected. Students will be charged a fee for copies of requested records. If the request is
denied or not responded to within 45 days, the student may appeal to the college’s FERPA appeals officer.
Additional information regarding the appeal procedures will be provided by the college’s FERPA appeals
officer: Office of Legal Affairs, Hunter College, Room 1705E, 695 Park Avenue, New York, NY 10021.
2. The right to request the amendment of the student’ s education records that the
student believes are inaccurate or misleading.
Students may ask the college to amend a record that they believe is inaccurate or misleading. They should
write to the registrar, the dean of students, or other appropriate college official, clearly identify the part of the
record they want changed, and specify why it is inaccurate or misleading. If the college decides not to amend
the record as requested by the student, the college will notify the student of the decision and advise the
student of his or her right to a hearing before the college’s FERPA appeals officer regarding the request for
amendment. Additional information regarding the hearing procedures will be provided to the student when
notified of the right to a hearing.
3. The right to consent to disclosure of personally identifiable information contained in
the student’ s education records, except to the extent that FERPA authorizes disclosure
without consent.
One exception which permits disclosure without consent is disclosure to college officials with legitimate
educational interests. A college official is a person employed by the University in an administrative,
supervisory, academic or research, or support staff position; a person or company with whom the university
has contracted; a person serving on the Board of Trustees; or a student serving on an official committee, such
as a disciplinary or grievance committee, or assisting another college official in performing his or her tasks. A
college official has a legitimate educational interest if access is reasonably necessary in order to perform
his/her instructional, research, administrative or other duties and responsibilities. Upon request, the college
discloses education records without consent to officials of another college or school in which a student seeks
or intends to enroll.
4. You may appeal the alleged denial of FERPA rights to the:
General Counsel and Vice Chancellor for Legal Affairs, The City University of New York, 535 East 80th
Street, New York, NY 10021.
5. The right to file a complaint with the U.S. Department of Education concerning alleged
failures by the college to comply with the requirements of FERPA.
The name and address of the office that administers FERPA are: Family Policy Compliance Office, U.S.
Department of Education, 600 Independence Avenue SW, Washington, DC 20202-4605.
6. The college will make the following “directory information” concerning current and
former students available to those parties having a legitimate interest in the information:
A student’s name, attendance dates, telephone listing, home address, present address, e-mail address, major
and minor fields of study, degrees and awards received, date of birth, place of birth, level of education, and
the most recent previous educational institution attended. By filing a form with the Registrar’s Office, a
student or former student may request that any or all of the above information not be released without his or
her prior written consent. This form may be completed, withdrawn, or modified at any time.
This policy shall be effective as of September 2000 and shall supersede prior policy on this issue.
II. Student Rights and School Policies
Statement on the Rights of Students
The Hunter College Senate voted endorsement of the following statement on September
24, 1974:
Preamble
“Academic institutions exist for the transmission of knowledge, the pursuit of truth, the
development of students, and the general well-being of society. Free inquiry and free expression are
indispensable to the attainment of these goals….Freedom to teach and freedom to learn are
inseparable facets of academic freedom.”
Students “have a distinctive role…which qualifies them to share in the responsible authority on
campus; the exercise of the authority is part of their education….Joint efforts among all groups in
the institution-students, faculty, administration, and governing board-is a prerequisite of sound
academic government….Joint effort, to be effective, must be rooted in the concept of shared
authority. The exercise of shared authority in college and university government, like the protection
of (student and faculty) academic freedom, requires tolerance, respect, and a sense of community.”
“The responsibility to secure and respect general conditions conducive to the freedom to learn is
shared by all members of the academic community.”
Students’ rights are not limited by what is enumerated in this statement. The purpose of the
statement is to outline some basic principles and guidelines, many of which are now met. Specific
implementation will have to be continuously adjusted as conditions at the college change.
I. Academic and Personal Files
1. Improper disclosure, even within the college, of academic, personal, and disciplinary records is a
serious invasion of privacy. To minimize the risk of improper disclosure, academic, personal, and
disciplinary records should be kept in separate files.
2. All files may be made available only to specially authorized college staff. Express consent of the
student involved is otherwise required.
3. Academic records and transcripts should contain only information about scholastic achievement.
4. No records should be kept which reflect the political and off-campus activities or beliefs of students.
5. Non-current medical and disciplinary records should be periodically destroyed.
6. Students have the right to periodically review their academic, medical and disciplinary records and to
appeal for removal of items improperly included. If the appeal fails the student has the right to
append a written rebuttal to the record.
II. Classroom, Grades, etc.
1. Students have the right, within the limits of available facilities, to pursue any course of study for
which they are eligible according to college standards.
2. In order to permit eligible students unhindered access to courses, the costs of required materials
should be kept within reasonable limits.
3. Students have the right to know, at the start of each course of study, the basis to be used by the
instructor in determining grades.
4. Students’ grades should be based solely on academic criteria, not on opinions or conduct in matters
unrelated to academic standards.
5. Students should have the opportunity to take reasoned exception to facts or points of view offered in
any course of study, but they are responsible for meeting the academic standards of any course of
study for which they are enrolled.
6. Students should have the protection through formally established procedures against prejudiced or
capricious academic standards or evaluations.
III. Participation in Academic Affairs
1. Students have the right, individually and collectively, to express their views on matters of general
interest to the student body, including institutional policy, curriculum, and personnel decisions.
2. Students have the right to participate in the formulation and application of institutional policy
affecting academic and Student Services.
3. Students should share in the formation of policies regarding degree requirements, courses and
curriculum, academic grading systems, standards of academic standing, and calendar arrangements.
4. Students should have the opportunity, individually and collectively, to assess the value of a course
and to express their views on the form and conduct of a class which they have taken.
5. The results of an institutional mechanism used for students to assess courses and faculty, such as
evaluation questionnaires, should be accessible to all members of the college community, and should
be weighed in all decisions affecting faculty status and curriculum.
IV. Extracurricular Activities
1. Students should be free to form and join associations to promote their common interests.
2. Students have the right to express their opinions, individually and collectively, and to support causes
in a manner that does not disrupt the orderly operation of the college.
V. Standards of Conduct
1. Students should participate in the formulation of standards of behavior which are considered
essential to the educational mission and community responsibilities of the college.
2. The code of conduct, as a set of regulations and procedures, should be clearly stated and published in
a handbook or other generally available set of institutional regulations.
3. In all cases, disciplinary procedures should protect the student from capricious and prejudicial
application of the rules of conduct. Such procedures should also satisfy the requirements of
procedural due process, including written notice with details of charges, sufficient time to prepare a
defense, right to assistance in the defense, right to cross-examine witnesses and to present evidence,
and the right to appeal the decision.
RESOLVED, That these rules and regulations be incorporated in each college bulletin.
Adopted by the Board of Trustees of The City University of New York on June 23, 1969, and amended on October
27, 1980, and May 22, 1989.
Rules and Regulations for Students Pursuant to Article 224A
1. No person shall be expelled from or be refused admission as a student to an institution of higher
education for the reason that he is unable, because of his religious beliefs, to attend classes or to
participate in any examination, study or work requirements on a particular day or days.
2. Any student in an institution of higher education who is unable, because of his religious beliefs, to
attend classes on a particular day or days shall, because of such absence on the particular day or days,
be excused from any examination or any study or work requirements.
3. It shall be the responsibility of the faculty and of the administrative officials of each institution of
higher education to make available to each student who is absent from school, because of his
religious beliefs, an equivalent opportunity to make up any examination, study or work requirements
which he or she may have missed because of such absence on any particular day or days. No fees of
any kind shall be charged by the institution for making available to the said student such equivalent
opportunity.
4. If classes, examinations, study or work requirements are held on Friday after four o’clock post
meridiem or on Saturday, similar or makeup classes, examinations, study or work requirements shall
be made available on other days, where it is possible and practicable to do so. No special fees shall be
charged to the student for these classes, examinations, study or work requirements held on other
days.
5. In effectuating the provisions of this section, it shall be the duty of the faculty and of the
administrative officials of each institution of higher education to exercise the fullest measure of good
faith. No adverse or prejudicial effects shall result to any student because of his availing himself or
herself of provisions of this section.
6. Any student who is aggrieved by the alleged failure of any faculty or administrative officials to
comply in good faith with the provisions of this section shall be entitled to maintain an action or
proceeding in the supreme court of the county in which such institution of higher education is
located for the enforcement of his rights under this section.
a. A copy of this section shall be published by each institution of higher education in the catalog of
such institution containing the listing of available courses.
7. As used in this section, the term “institution of higher education” shall mean schools under the
control of the Board of Trustees of the State University of New York or of the Board of Trustees of
the City University of New York or any community college.
Equal Opportunity Programs
Hunter College does not discriminate on the basis of race, color, religion, sex, national or ethnic origin,
age, handicap, marital status, or sexual orientation. Any student who is discriminated against on the basis
of any of these attributes will be afforded due process in accordance with Section 15.3 of the Student
Disciplinary Procedure.
Appendix C
Silberman Faculty and Staff Directory 2016-2017
Abramovitz,
Miriam
Full-Time Faculty
396-7535
432
iabramov@hunter.cuny.edu
Abramovitz, Robert
Visiting Lecturer
396-7541
720
r.abramovitz@gmail.com
Agolli, Jim
IT Support & Services
396-7630
721
jim.agolli@hunter.cuny.edu
Alford, Sabretta
Continuing Education
and Training
396-7619
4th floor
sa1648@hunter.cuny.edu
Avram, Robin
Strell Fellows Program
396-7594
412
ra1228@hunter.cuny.edu
Angulo, Philip
Enrollment
Management
396-7627
7th floor
pangulo@hunter.cuny.edu
Aymer, Samuel
Full-Time Faculty
396-7555
456
saymer@hunter.cuny.edu
Bagcal, Janille
Doctoral Program
396-7615
6th floor
jbagcal@hunter.cuny.edu
Bausman, Meg
Library
396-7659
1st floor
mbausman@hunter.cuny.edu
Bloeser, Katharine
Full-Time Faculty
396-7534
431
kb1568@hunter.cuny.edu
Blunt, Judy
Community Case
Management
396-7617
703
jblunt@hunter.cuny.edu
Bragin, Martha
Full-Time Faculty
396-7530
427
mbragin@hunter.cuny.edu
Briscese, Lina
Student Services
396-7724
3rd floor
lbrisces@hunter.cuny.edu
Brown, Adam
Full-Time Faculty
396-7553
422
ab4056@hunter.cuny.edu
Brown-Manning,
Robyn
Visiting Lecturer
396-7782
722
rbrownma@hunter.cuny.edu
Burghardt, Stephen
Full-Time Faculty
396-7524
410
sburghar@hunter.cuny.edu
Cadenhead, Julie
Mental Health
Scholarship Program
396-7578
444
jparscad@hunter.cuny.edu
Casanova, Leslie
Student Services
396-7593
3rd floor
leslie.casanova@hunter.cuny.edu
Caron, Matthew
Office of the Associate
Dean for Research
396-7813
718
mcaron@hunter.cuny.edu
Cavanaugh, Mary
Dean
396-7600
405
mary.cavanaugh@hunter.cuny.edu
Conover, Sally
CTI
396-7796
4th floor
saconover@hotmail.com
Daponte, Mark
Homeless Services
Training
396-7824
4th Floor
mdaponte@hunter.cuny.edu
Dempsey, Patricia
Full-Time Faculty
396-7532
429
pdempsey@hunter.cuny.edu
Depanfilis, Diane
Full-Time Faculty
396-7867
706
dd482@hunter.cuny.edu
Desir, Michelle
Enrollment
Management
396-7625
719
md1244@hunter.cuny.edu
Dodd, Sarah Jane
Full-Time Faculty
396-7529
426
sdodd@hunter.cuny.edu
Dolan, Victoria
Office of the Dean
396-7609
4th Floor
vdolan@hunter.cuny.edu
Earner, Ilze
Full-Time Faculty
396-7565
705
iearner@hunter.cuny.edu
Fabricant, Michael
Full-Time Faculty
396-7558
605
mfabrica@hunter.cuny.edu
Fancher, Holly
Licensing
396-7589
4th floor
hfancher@hunter.cuny.edu
Flaherty, Ruth
Training
396-7588
4th floor
rflahert@hunter.cuny.edu
Gardner, Daniel
Full-Time Faculty
396-7527
424
dgardn@hunter.cuny.edu
Gelman, Caroline
Associate Dean for
Academic & Faculty
Affairs
396-7542
403
cgelman@hunter.cuny.edu
Giunta, Nancy
Full-Time Faculty
396-7552
453
nancy.giunta@hunter.cuny.edu
Goldman, Matthew
K.
Publications
396-7622
7th floor
mg2419@hunter.cuny.edu
Gonzalez, Manny
Full-Time Faculty
396-7554
455
manny.gonzalez@hunter.cuny.edu
Goodman, Harriet
Full-Time Faculty
396-7559
604
hgoodman@hunter.cuny.edu
Graham, Warren
Field Education
396-7556
306
Gray, Patricia
Continuing Education
and Training
396-7610
602
[email protected]ny.edu
Gutter, Jacob
Publications Design
396-7592
7th floor
jacob.gutter@hunter.cuny.edu
Hadden,
Bernadette
Full-Time Faculty
396-7545
446
bhadden@hunter.cuny.edu
Hartley,
Christopher
Writing Center
396-7857
717
Henry, Colleen
Full-Time Faculty
396-7528
454
colleen.henry@hunter.cuny.edu
Herman, Daniel
Full-Time Faculty
396-7521
606
dhe0014@hunter.cuny.edu
Hornsby, Steven
Homeless Services
Training
396-7577
4th Floor
[email protected]y.edu
James, Wilma
Office of the Dean
396-7605
401
Jemal, Alexis
Full-Time Faculty
396-7526
442
[email protected]ny.edu
Kalemi, Ingrid
Office of the Dean
396-7611
4th Floor
Kasch, Kylene
Veterans Project
(P.R.O.V.E.)
396-7718
4th Floor
[email protected]y.edu
Katz, Colleen Cary
Full-Time Faculty
396-7582
430
[email protected]y.edu
Katz, Laura
National Center for SW
Trauma Education
396-7581
4th floor
[email protected]y.edu
Knoepler, Laura
Field Education
396-7595
316 B
laura13kay@gmail.com
Kurzman, Paul
Full-Time Faculty
396-7537
434
[email protected]y.edu
Kuerbis, Alexis
Full-Time Faculty
396-7538
435
[email protected]y.edu
Lalayants, Marina
Full-Time Faculty
396-7550
451
[email protected]ny.edu
Lawinski, Terese
CTI/ACT
396-7840
6th floor
[email protected]ny.edu
Lee, Rufina
Full-Time Faculty
396-7540
437
[email protected]y.edu
Lens, Vicki
Full -Time Faculty
396-7539
436
[email protected]y.edu
Lewis, Michael
Full-Time Faculty
396-7557
603
michael.a.lewis@hunter.cuny.edu
Lopez, Juliana
Enrollment
Management
396-7628
7th Floor
Lorey, Robert
Student Services
396-7574
304
Mallon, Gary
Associate Dean for
Research & Scholarship
396-7562
702
[email protected]y.edu
Mandiberg, James
Full-Time Faculty
396-7525
425
[email protected]y.edu
Miller, Abigail
Field Education
396-7794
307
abigail.miller@hunter.cuny.edu
Mitchell, Gwynne
Enrollment
Management
396-7624
719
[email protected]y.edu
Mizrahi, Terry
Full-Time Faculty
396-7531
428
Morano, Carmen
Full-Time Faculty
396-7547
448
[email protected]ny.edu
Morse, Joan
National Center for
Child Welfare
Excellence
396-7622
703
Okuda, Kanako
Field Education
396-7571
302
[email protected]y.edu
Patterson, George
Full-Time Faculty
396-7564
704
george.patters[email protected]
Paulino, Ana
Full-Time Faculty
396-7536
433
[email protected]y.edu
Pena, Juan
Full-Time Faculty
[email protected]y.edu
Piazza, Chickie
Office of the Dean
396-7517
402
cpiazza@hunter.cuny.edu
Plaza, Natalie
Field Education
396-7573
3rd floor
natalie.plaza@hunter.cuny.edu
Pressley, Annie
BSW Program
396-7788
7th floor
[email protected]y.edu
Prince, Jonathan
Full-Time Faculty
396-7551
452
[email protected]y.edu
Ramdat, Sasha
Student Services/Field
Education
396-7572
3rd floor
[email protected]y.edu
Rao-Sisario, Deepa
IT Support & Services
396-7612
4th Floor
[email protected]y.edu
Rendon, Ana
Office of the Dean
396-7518
401
[email protected]y.edu
Richards, Sharon
Mental Health
Scholarship Program
396-7579
444
[email protected]ny.edu
Rizzi, Joanne
Field Education
396-7570
303
jrizzi@hunter.cuny.edu
Rodriguez, Maria
Full-Time Faculty
396-7781
441
[email protected]y.edu
Rosenberger,
Judith
Full-Time Faculty
396-7546
447
[email protected]ny.edu
Sadaka, Marit
Registrar
396-7598
310
[email protected]ny.edu
Santiago, Juan
Enrollment
Management
396-7629
7th floor
Savage, Andrea
Full-Time Faculty
396-7520
450
[email protected]y.edu
Shapiro, Arlene
Library
396-7655
1st floor
Shelton, Jama
Full-Time Faculty
356-7548
449
[email protected]y.edu
Sherwood, Roger
Veterans Project
(P.R.O.V.E.)
396-7533
443
rsherwoo@hunter.cuny.edu
Shudofsky, Leora
Veterans Project
(P.R.O.V.E.)
396-7590
4th floor
[email protected]y.edu
Silver, Andrew
Assistant Dean
396-7856
404
andrew.silver@hunter.cuny.edu
Stater, Irene
Office of the Assoc.
Dean for Research
396-7897
7th Floor
[email protected]y.edu
Stephens, Tricia
Full-Time Faculty
396-7560
423
Thompson, Ann
Library
396-7655
1st floor
[email protected]ny.edu
Tilden, Chip
Training
396-7606
4th Floor
[email protected]y.edu
Tolliver, Willie
Full-Time Faculty
396-7523
409
wtollive@hunter.cuny.edu
Vargas, Irene
IT Support
396-7631
4th Floor
evargas@hunter.cuny.edu
White, Patricia
Fund for Social Policy
Education & Practice
396-7850
814
Brookdale Center
Fleischman, Paul
Logistics Coordinator
396-7827
8th floor
[email protected]y.edu
Fax Numbers
4th Floor
396-7647
7th Floor /
Admissions
396-7639
Dean's Suite
396-7515
Building Staff
Copy Center
(Richard & Johnny)
396-7633
316D
Girandola, Joe
Building Engineer
396-7779
Lower
Level
[email protected]y.edu
Gordon, Thomas
Building Engineer
396-7779
Lower
Level
[email protected]ny.edu
Library
396-7654
1st floor
Library Cirulation
Desk
396-7655
1st floor
Library Fax
396-7664
1st floor
Library Reference
Desk
396-7656
1st floor
Memisha, Frederick
Facilities
396-7899
Lower
Level
[email protected]y.edu
Audio Visual
ICIT
396-7670
1st floor
[email protected]y.edu
Telephone Service
ICIT
396-7786
5th floor
[email protected]y.edu
Security
396-7777
Lobby
Visitor Center
396-7650
Lobby
Ward, Mike
Custodian Supervisor
396-7890
Lower
Level
[email protected]y.edu
Appendix D
NASW Code of Ethics (2018) and NASW Standards and Indicators of Cultural
Competence (2018)
See below.
CODE OF ETHICS
O
F T H E N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S
Code of Ethics of the
National Association of Social Workers
OVERVIEW
The NASW Code of Ethics is intended to serve as a guide to the
everyday professional conduct of social workers. This Code includes
four sections. The first section, “Preamble,” summarizes the social
work profession’s mission and core values. The second section,
“Purpose of the NASW Code of Ethics,” provides an overview of the
Code’s main functions and a brief guide for dealing with ethical issues
or dilemmas in social work practice. The third section, “Ethical
Principles,” presents broad ethical principles, based on social work’s
core values, that inform social work practice. The final section,
“Ethical Standards,” includes specific ethical standards to guide social
workers’ conduct and to provide a basis for adjudication.
The National Association of Social Workers (NASW) is the largest
organization of professional social workers in the world. NASW serves
social workers in 55 chapters throughout the United States, Puerto Rico,
the Virgin Islands, Guam, and abroad. NASW was formed in 1955
through a merger of seven predecessor social work organizations to
carry out three responsibilities:
• strengthen and unify the profession
• promote the development of social work practice
• advance sound social policies.
Promoting high standards of practice and protecting the consumer of
services are major association principles.
Approved by the 1996 NASW Delegate Assembly and revised by the
NASW Delegate Assembly in 2017.
© 2017 National Association of Social Workers. All Rights Reserved.
Preamble
T
he primary mission of the social work profession is to enhance human
well-being and help meet the basic human needs of all people, with
particular attention to the needs and empowerment of people who are
vulnerable, oppressed, and living in poverty. A historic and defining feature
of social work is the profession’s dual focus on individual well-being in a
social context and the well-being of society. Fundamental to social work is
attention to the environmental forces that create, contribute to, and address
problems in living.
Social workers promote social justice and social change with and on
behalf of clients. “Clients” is used inclusively to refer to individuals,
families, groups, organizations, and communities. Social workers are
sensitive to cultural and ethnic diversity and strive to end discrimination,
oppression, poverty, and other forms of social injustice. These activities
may be in the form of direct practice, community organizing, supervision,
consultation, administration, advocacy, social and political action, policy
development and implementation, education, and research and evaluation.
Social workers seek to enhance the capacity of people to address their own
needs. Social workers also seek to promote the responsiveness of
organizations, communities, and other social institutions to individuals’
needs and social problems.
The mission of the social work profession is rooted in a set of core
values. These core values, embraced by social workers throughout the
profession’s history, are the foundation of social work’s unique purpose
and perspective:
• service
• social justice
• dignity and worth of the person
• importance of human relationships
• integrity
• competence.
This constellation of core values reflects what is unique to the social
work profession. Core values, and the principles that flow from them, must
be balanced within the context and complexity of the human experience.
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Purpose of the NASW Code of Ethics
P
rofessional ethics are at the core of social work. The profession has an
obligation to articulate its basic values, ethical principles, and ethical
standards. The NASW Code of Ethics sets forth these values, principles, and
standards to guide social workers’ conduct. The Code is relevant to all
social workers and social work students, regardless of their professional
functions, the settings in which they work, or the populations they serve.
The NASW Code of Ethics serves six purposes:
1. The Code identifies core values on which social work’s mission
is based.
2. The Code summarizes broad ethical principles that reflect the
profession’s core values and establishes a set of specific ethical
standards that should be used to guide social work practice.
3. The Code is designed to help social workers identify relevant
considerations when professional obligations conflict or ethical
uncertainties arise.
4. The Code provides ethical standards to which the general public
can hold the social work profession accountable.
5. The Code socializes practitioners new to the field to social work’s
mission, values, ethical principles, and ethical standards.
6. The Code articulates standards that the social work profession itself
can use to assess whether social workers have engaged in unethical
conduct. NASW has formal procedures to adjudicate ethics
complaints filed against its members.* In subscribing to this Code,
social workers are required to cooperate in its implementation,
participate in NASW adjudication proceedings, and abide by any
NASW disciplinary rulings or sanctions based on it.
The Code offers a set of values, principles, and standards to guide
decision making and conduct when ethical issues arise. It does not provide
a set of rules that prescribe how social workers should act in all situations.
Specific applications of the Code must take into account the context in
*For information on NASW adjudication procedures, see NASW Procedures for Professional
Review: Revised.
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which it is being considered and the possibility of conflicts among the
Code’s values, principles, and standards. Ethical responsibilities flow from
all human relationships, from the personal and familial to the social and
professional.
Furthermore, the NASW Code of Ethics does not specify which values,
principles, and standards are most important and ought to outweigh others
in instances when they conflict. Reasonable differences of opinion can and
do exist among social workers with respect to the ways in which values,
ethical principles, and ethical standards should be rank ordered when they
conflict. Ethical decision making in a given situation must apply the
informed judgment of the individual social worker and should also consider
how the issues would be judged in a peer review process where the ethical
standards of the profession would be applied.
Ethical decision making is a process. In situations when conflicting
obligations arise, social workers may be faced with complex ethical
dilemmas that have no simple answers. Social workers should take into
consideration all the values, principles, and standards in this Code that are
relevant to any situation in which ethical judgment is warranted. Social
workers’ decisions and actions should be consistent with the spirit as well as
the letter of this Code.
In addition to this Code, there are many other sources of information
about ethical thinking that may be useful. Social workers should consider
ethical theory and principles generally, social work theory and research,
laws, regulations, agency policies, and other relevant codes of ethics,
recognizing that among codes of ethics social workers should consider the
NASW Code of Ethics as their primary source. Social workers also should
be aware of the impact on ethical decision making of their clients’ and their
own personal values and cultural and religious beliefs and practices. They
should be aware of any conflicts between personal and professional values
and deal with them responsibly. For additional guidance social workers
should consult the relevant literature on professional ethics and ethical
decision making and seek appropriate consultation when faced with ethical
dilemmas. This may involve consultation with an agency-based or social
work organization’s ethics committee, a regulatory body, knowledgeable
colleagues, supervisors, or legal counsel.
Instances may arise when social workers’ ethical obligations conflict
with agency policies or relevant laws or regulations. When such conflicts
occur, social workers must make a responsible effort to resolve the conflict
in a manner that is consistent with the values, principles, and standards
expressed in this Code. If a reasonable resolution of the conflict does not
appear possible, social workers should seek proper consultation before
making a decision.
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The NASW Code of Ethics is to be used by NASW and by individuals,
agencies, organizations, and bodies (such as licensing and regulatory
boards, professional liability insurance providers, courts of law, agency
boards of directors, government agencies, and other professional groups)
that choose to adopt it or use it as a frame of reference. Violation of
standards in this Code does not automatically imply legal liability or
violation of the law. Such determination can only be made in the context
of legal and judicial proceedings. Alleged violations of the Code would
be subject to a peer review process. Such processes are generally separate
from legal or administrative procedures and insulated from legal review
or proceedings to allow the profession to counsel and discipline its
own members.
A code of ethics cannot guarantee ethical behavior. Moreover, a code of
ethics cannot resolve all ethical issues or disputes or capture the richness
and complexity involved in striving to make responsible choices within a
moral community. Rather, a code of ethics sets forth values, ethical
principles, and ethical standards to which professionals aspire and by which
their actions can be judged. Social workers’ ethical behavior should result
from their personal commitment to engage in ethical practice. The NASW
Code of Ethics reflects the commitment of all social workers to uphold the
profession’s values and to act ethically. Principles and standards must be
applied by individuals of good character who discern moral questions and,
in good faith, seek to make reliable ethical judgments.
With growth in the use of communication technology in various aspects
of social work practice, social workers need to be aware of the unique
challenges that may arise in relation to the maintenance of confidentiality,
informed consent, professional boundaries, professional competence, record
keeping, and other ethical considerations. In general, all ethical standards in
this Code of Ethics are applicable to interactions, relationships, or
communications whether they occur in person or with the use of technology.
For the purposes of this Code, technology-assisted social work services
include any social work services that involve the use of computers, mobile or
landline telephones, tablets, video technology, or other electronic or digital
technologies; this includes the use of various electronic or digital platforms,
such as the Internet, online social media, chat rooms, text messaging,
e-mail, and emerging digital applications. Technology-assisted social work
services encompass all aspects of social work practice, including
psychotherapy; individual, family, or group counseling; community
organization; administration; advocacy; mediation; education; supervision;
research; evaluation; and other social work services. Social workers should
keep apprised of emerging technological developments that may be used in
social work practice and how various ethical standards apply to them.
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Ethical Principles
T
he following broad ethical principles are based on social work’s core
values of service, social justice, dignity and worth of the person,
importance of human relationships, integrity, and competence. These
principles set forth ideals to which all social workers should aspire.
Value: Service
Ethical Principle: Social workers’ primary goal is to help people in need
and to address social problems
Social workers elevate service to others above self-interest. Social workers
draw on their knowledge, values, and skills to help people in need and to
address social problems. Social workers are encouraged to volunteer some
portion of their professional skills with no expectation of significant
financial return (pro bono service).
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
Social workers pursue social change, particularly with and on behalf of
vulnerable and oppressed individuals and groups of people. Social
workers’ social change efforts are focused primarily on issues of poverty,
unemployment, discrimination, and other forms of social injustice. These
activities seek to promote sensitivity to and knowledge about oppression
and cultural and ethnic diversity. Social workers strive to ensure access to
needed information, services, and resources; equality of opportunity; and
meaningful participation in decision making for all people.
Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the inherent dignity and worth
of the person.
Social workers treat each person in a caring and respectful fashion, mindful
of individual differences and cultural and ethnic diversity. Social workers
promote clients’ socially responsible self-determination. Social workers
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seek to enhance clients’ capacity and opportunity to change and to address
their own needs. Social workers are cognizant of their dual responsibility to
clients and to the broader society. They seek to resolve conflicts between
clients’ interests and the broader society’s interests in a socially responsible
manner consistent with the values, ethical principles, and ethical standards
of the profession.
Value: Importance of Human Relationships
Ethical Principle: Social workers recognize the central importance of
human relationships.
Social workers understand that relationships between and among people are
an important vehicle for change. Social workers engage people as partners
in the helping process. Social workers seek to strengthen relationships
among people in a purposeful effort to promote, restore, maintain, and
enhance the well-being of individuals, families, social groups,
organizations, and communities.
Value: Integrity
Ethical Principle: Social workers behave in a trustworthy manner.
Social workers are continually aware of the profession’s mission, values,
ethical principles, and ethical standards and practice in a manner consistent
with them. Social workers act honestly and responsibly and promote ethical
practices on the part of the organizations with which they are affiliated.
Value: Competence
Ethical Principle: Social workers practice within their areas of competence
and develop and enhance their professional expertise.
Social workers continually strive to increase their professional knowledge
and skills and to apply them in practice. Social workers should aspire to
contribute to the knowledge base of the profession.
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Ethical Standards
T
he following ethical standards are relevant to the professional activities
of all social workers. These standards concern (1) social workers’
ethical responsibilities to clients, (2) social workers’ ethical responsibilities
to colleagues, (3) social workers’ ethical responsibilities in practice settings,
(4) social workers’ ethical responsibilities as professionals, (5) social
workers’ ethical responsibilities to the social work profession, and (6) social
workers’ ethical responsibilities to the broader society.
Some of the standards that follow are enforceable guidelines for
professional conduct, and some are aspirational. The extent to which each
standard is enforceable is a matter of professional judgment to be exercised
by those responsible for reviewing alleged violations of ethical standards.
1. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS
1.01 Commitment to Clients
Social workers’ primary responsibility is to promote the well-being of
clients. In general, clients’ interests are primary. However, social
workers’ responsibility to the larger society or specific legal obligations
may, on limited occasions, supersede the loyalty owed clients, and
clients should be so advised. (Examples include when a social worker
is required by law to report that a client has abused a child or has
threatened to harm self or others.)
1.02 Self-Determination
Social workers respect and promote the right of clients to
self-determination and assist clients in their efforts to identify and clarify
their goals. Social workers may limit clients’ right to self-determination
when, in the social workers’ professional judgment, clients’ actions or
potential actions pose a serious, foreseeable, and imminent risk to
themselves or others.
1.03 Informed Consent
(a) Social workers should provide services to clients only in the context
of a professional relationship based, when appropriate, on valid informed
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consent. Social workers should use clear and understandable language to
inform clients of the purpose of the services, risks related to the services,
limits to services because of the requirements of a third-party payer,
relevant costs, reasonable alternatives, clients’ right to refuse or
withdraw consent, and the time frame covered by the consent. Social
workers should provide clients with an opportunity to ask questions.
(b) In instances when clients are not literate or have difficulty
understanding the primary language used in the practice setting, social
workers should take steps to ensure clients’ comprehension. This may
include providing clients with a detailed verbal explanation or arranging
for a qualified interpreter or translator whenever possible.
(c) In instances when clients lack the capacity to provide informed
consent, social workers should protect clients’ interests by seeking
permission from an appropriate third party, informing clients consistent
with their level of understanding. In such instances social workers should
seek to ensure that the third party acts in a manner consistent with
clients’ wishes and interests. Social workers should take reasonable steps
to enhance such clients’ ability to give informed consent.
(d) In instances when clients are receiving services involuntarily, social
workers should provide information about the nature and extent of
services and about the extent of clients’ right to refuse service.
(e)
Social workers should discuss with clients the social workers’ policies
concerning the use of technology in the provision of professional services.
(f) Social workers who use technology to provide social work services
should obtain informed consent from the individuals using these services
during the initial screening or interview and prior to initiating services.
Social workers should assess clients’ capacity to provide informed
consent and, when using technology to communicate, verify the identity
and location of clients.
(g) Social workers who use technology to provide social work services
should assess the clients’ suitability and capacity for electronic and remote
services. Social workers should consider the clients’ intellectual, emotional,
and physical ability to use technology to receive services and ability to
understand the potential benefits, risks, and limitations of such services.
If clients do not wish to use services provided through technology, social
workers should help them identify alternate methods of service.
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(h)
Social workers should obtain clients’ informed consent before making
audio or video recordings of clients or permitting observation of service
provision by a third party.
(i) Social workers should obtain client consent before conducting an
electronic search on the client. Exceptions may arise when the search is
for purposes of protecting the client or others from serious, foreseeable,
and imminent harm, or for other compelling professional reasons.
1.04 Competence
(a) Social workers should provide services and represent themselves
as competent only within the boundaries of their education, training,
license, certification, consultation received, supervised experience, or
other relevant professional experience.
(b) Social workers should provide services in substantive areas or use
intervention techniques or approaches that are new to them only after
engaging in appropriate study, training, consultation, and supervision
from people who are competent in those interventions or techniques.
(c) When generally recognized standards do not exist with respect to an
emerging area of practice, social workers should exercise careful judgment
and take responsible steps (including appropriate education, research,
training, consultation, and supervision) to ensure the competence of their
work and to protect clients from harm.
(d) Social workers who use technology in the provision of social work
services should ensure that they have the necessary knowledge and skills to
provide such services in a competent manner. This includes an understanding
of the special communication challenges when using technology and the
ability to implement strategies to address these challenges.
(e) Social workers who use technology in providing social work services
should comply with the laws governing technology and social work
practice in the jurisdiction in which they are regulated and located and,
as applicable, in the jurisdiction in which the client is located.
1.05 Cultural Awareness and Social Diversity
(a) Social workers should understand culture and its function in human
behavior and society, recognizing the strengths that exist in all cultures.
(b)
Social workers should have a knowledge base of their clients’ cultures
and be able to demonstrate competence in the provision of services that
9
are sensitive to clients’ cultures and to differences among people and
cultural groups.
(c) Social workers should obtain education about and seek to understand
the nature of social diversity and oppression with respect to race,
ethnicity, national origin, color, sex, sexual orientation, gender identity
or expression, age, marital status, political belief, religion, immigration
status, and mental or physical ability.
(d) Social workers who provide electronic social work services should be
aware of cultural and socioeconomic differences among clients and how
they may use electronic technology. Social workers should assess
cultural, environmental, economic, mental or physical ability, linguistic,
and other issues that may affect the delivery or use of these services.
1.06 Conflicts of Interest
(a) Social workers should be alert to and avoid conflicts of interest that
interfere with the exercise of professional discretion and impartial
judgment. Social workers should inform clients when a real or potential
conflict of interest arises and take reasonable steps to resolve the issue in
a manner that makes the clients’ interests primary and protects clients’
interests to the greatest extent possible. In some cases, protecting clients’
interests may require termination of the professional relationship with
proper referral of the client.
(b) Social workers should not take unfair advantage of any professional
relationship or exploit others to further their personal, religious, political,
or business interests.
(c)
Social workers should not engage in dual or multiple relationships with
clients or former clients in which there is a risk of exploitation or potential
harm to the client. In instances when dual or multiple relationships are
unavoidable, social workers should take steps to protect clients and are
responsible for setting clear, appropriate, and culturally sensitive
boundaries. (Dual or multiple relationships occur when social workers
relate to clients in more than one relationship, whether professional, social,
or business. Dual or multiple relationships can occur simultaneously or
consecutively.)
(d)
When social workers provide services to two or more people who have
a relationship with each other (for example, couples, family members),
social workers should clarify with all parties which individuals will be
considered clients and the nature of social workers’ professional obligations
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to the various individuals who are receiving services. Social workers
who anticipate a conflict of interest among the individuals receiving
services or who anticipate having to perform in potentially conflicting
roles (for example, when a social worker is asked to testify in a child
custody dispute or divorce proceedings involving clients) should clarify
their role with the parties involved and take appropriate action to
minimize any conflict of interest.
(e) Social workers should avoid communication with clients using
technology (such as social networking sites, online chat, e-mail, text
messages, telephone, and video) for personal or non-work-related purposes.
(f) Social workers should be aware that posting personal information on
professional Web sites or other media might cause boundary confusion,
inappropriate dual relationships, or harm to clients.
(g)
Social workers should be aware that personal affiliations may increase
the likelihood that clients may discover the social worker’s presence on
Web sites, social media, and other forms of technology. Social workers
should be aware that involvement in electronic communication with
groups based on race, ethnicity, language, sexual orientation, gender
identity or expression, mental or physical ability, religion, immigration
status, and other personal affiliations may affect their ability to work
effectively with particular clients.
(h) Social workers should avoid accepting requests from or engaging in
personal relationships with clients on social networking sites or other
electronic media to prevent boundary confusion, inappropriate dual
relationships, or harm to clients.
1.07 Privacy and Confidentiality
(a) Social workers should respect clients’ right to privacy. Social workers
should not solicit private information from or about clients except for
compelling professional reasons. Once private information is shared,
standards of confidentiality apply.
(b)
Social workers may disclose confidential information when appropriate
with valid consent from a client or a person legally authorized to consent
on behalf of a client.
(c) Social workers should protect the confidentiality of all information
obtained in the course of professional service, except for compelling
professional reasons. The general expectation that social workers will keep
11
information confidential does not apply when disclosure is necessary to
prevent serious, foreseeable, and imminent harm to a client or others. In
all instances, social workers should disclose the least amount of confidential
information necessary to achieve the desired purpose; only information
that is directly relevant to the purpose for which the disclosure is made
should be revealed.
(d) If social workers plan to disclose confidential information, they
should (when feasible and to the extent possible) inform clients about
the disclosure and the potential consequences prior to disclosing the
information. This applies whether social workers disclose confidential
information on the basis of a legal requirement or client consent.
(e) Social workers should discuss with clients and other interested
parties the nature of confidentiality and limitations of clients’ right to
confidentiality. Social workers should review with clients circumstances
where confidential information may be requested and where disclosure
of confidential information may be legally required. This discussion
should occur as soon as possible in the social worker–client relationship
and as needed throughout the course of the relationship.
(f) When social workers provide counseling services to families, couples,
or groups, social workers should seek agreement among the parties involved
concerning each individual’s right to confidentiality and obligation to
preserve the confidentiality of information shared by others. This agreement
should include consideration of whether confidential information may be
exchanged in person or electronically, among clients or with others
outside of formal counseling sessions. Social workers should inform
participants in family, couples, or group counseling that social workers
cannot guarantee that all participants will honor such agreements.
(g) Social workers should inform clients involved in family, couples,
marital, or group counseling of the social worker’s, employer’s, and
agency’s policy concerning the social worker’s disclosure of confidential
information among the parties involved in the counseling.
(h) Social workers should not disclose confidential information to
third-party payers unless clients have authorized such disclosure.
(i) Social workers should not discuss confidential information, electronically
or in person, in any setting unless privacy can be ensured. Social workers
should not discuss confidential information in public or semipublic areas
such as hallways, waiting rooms, elevators, and restaurants.
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(j)
Social workers should protect the confidentiality of clients during legal
proceedings to the extent permitted by law. When a court of law or other
legally authorized body orders social workers to disclose confidential or
privileged information without a client’s consent and such disclosure
could cause harm to the client, social workers should request that the
court withdraw the order or limit the order as narrowly as possible or
maintain the records under seal, unavailable for public inspection.
(k) Social workers should protect the confidentiality of clients when
responding to requests from members of the media.
(l) Social workers should protect the confidentiality of clients’ written
and electronic records and other sensitive information. Social workers
should take reasonable steps to ensure that clients’ records are stored in a
secure location and that clients’ records are not available to others who
are not authorized to have access.
(m) Social workers should take reasonable steps to protect the
confidentiality of electronic communications, including information
provided to clients or third parties. Social workers should use applicable
safeguards (such as encryption, firewalls, and passwords) when using
electronic communications such as e-mail, online posts, online chat
sessions, mobile communication, and text messages.
(n) Social workers should develop and disclose policies and procedures
for notifying clients of any breach of confidential information in a
timely manner.
(o) In the event of unauthorized access to client records or information,
including any unauthorized access to the social worker’s electronic
communication or storage systems, social workers should inform clients of
such disclosures, consistent with applicable laws and professional standards.
(p)
Social workers should develop and inform clients about their policies,
consistent with prevailing social work ethical standards, on the use of
electronic technology, including Internet-based search engines, to gather
information about clients.
(q)
Social workers should avoid searching or gathering client information
electronically unless there are compelling professional reasons, and when
appropriate, with the client’s informed consent.
(r) Social workers should avoid posting any identifying or confidential
information about clients on professional Web sites or other forms of
social media.
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(s) Social workers should transfer or dispose of clients’ records in a
manner that protects clients’ confidentiality and is consistent with
applicable laws governing records and social work licensure.
(t) Social workers should take reasonable precautions to protect client
confidentiality in the event of the social worker’s termination of practice,
incapacitation, or death.
(u) Social workers should not disclose identifying information when
discussing clients for teaching or training purposes unless the client has
consented to disclosure of confidential information.
(v) Social workers should not disclose identifying information when
discussing clients with consultants unless the client has consented to
disclosure of confidential information or there is a compelling need for
such disclosure.
(w) Social workers should protect the confidentiality of deceased clients
consistent with the preceding standards.
1.08 Access to Records
(a) Social workers should provide clients with reasonable access to
records concerning the client. Social workers who are concerned that
clients’ access to their records could cause serious misunderstanding or
harm to the client should provide assistance in interpreting the records
and consultation with the client regarding the records. Social workers
should limit clients’ access to their records, or portions of their records,
only in exceptional circumstances when there is compelling evidence
that such access would cause serious harm to the client. Both clients’
requests and the rationale for withholding some or all of the record
should be documented in clients’ files.
(b)
Social workers should develop and inform clients about their policies,
consistent with prevailing social work ethical standards, on the use of
technology to provide clients with access to their records.
(c) When providing clients with access to their records, social workers
should take steps to protect the confidentiality of other individuals
identified or discussed in such records.
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1.09 Sexual Relationships
(a) Social workers should under no circumstances engage in sexual
activities, inappropriate sexual communications through the use of
technology or in person, or sexual contact with current clients, whether
such contact is consensual or forced.
(b) Social workers should not engage in sexual activities or sexual
contact with clients’ relatives or other individuals with whom clients
maintain a close personal relationship when there is a risk of exploitation
or potential harm to the client. Sexual activity or sexual contact with
clients’ relatives or other individuals with whom clients maintain a
personal relationship has the potential to be harmful to the client and
may make it difficult for the social worker and client to maintain
appropriate professional boundaries. Social workers—not their clients,
their clients’ relatives, or other individuals with whom the client
maintains a personal relationship—assume the full burden for setting
clear, appropriate, and culturally sensitive boundaries.
(c) Social workers should not engage in sexual activities or sexual
contact with former clients because of the potential for harm to the
client. If social workers engage in conduct contrary to this prohibition
or claim that an exception to this prohibition is warranted because of
extraordinary circumstances, it is social workers—not their clients—who
assume the full burden of demonstrating that the former client has not
been exploited, coerced, or manipulated, intentionally or unintentionally.
(d) Social workers should not provide clinical services to individuals
with whom they have had a prior sexual relationship. Providing clinical
services to a former sexual partner has the potential to be harmful to the
individual and is likely to make it difficult for the social worker and
individual to maintain appropriate professional boundaries.
1.10 Physical Contact
Social workers should not engage in physical contact with clients when
there is a possibility of psychological harm to the client as a result of the
contact (such as cradling or caressing clients). Social workers who
engage in appropriate physical contact with clients are responsible for
setting clear, appropriate, and culturally sensitive boundaries that govern
such physical contact.
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1.11 Sexual Harassment
Social workers should not sexually harass clients. Sexual harassment
includes sexual advances; sexual solicitation; requests for sexual favors;
and other verbal, written, electronic, or physical contact of a sexual nature.
1.12 Derogatory Language
Social workers should not use derogatory language in their written, verbal,
or electronic communications to or about clients. Social workers should use
accurate and respectful language in all communications to and about clients.
1.13 Payment for Services
(a) When setting fees, social workers should ensure that the fees are fair,
reasonable, and commensurate with the services performed. Consideration
should be given to clients’ ability to pay.
(b) Social workers should avoid accepting goods or services from clients
as payment for professional services. Bartering arrangements, particularly
involving services, create the potential for conflicts of interest,
exploitation, and inappropriate boundaries in social workers’ relationships
with clients. Social workers should explore and may participate in
bartering only in very limited circumstances when it can be demonstrated
that such arrangements are an accepted practice among professionals in
the local community, considered to be essential for the provision of
services, negotiated without coercion, and entered into at the client’s
initiative and with the client’s informed consent. Social workers who
accept goods or services from clients as payment for professional
services assume the full burden of demonstrating that this arrangement
will not be detrimental to the client or the professional relationship.
(c) Social workers should not solicit a private fee or other remuneration
for providing services to clients who are entitled to such available
services through the social workers’ employer or agency.
1.14 Clients Who Lack Decision-Making Capacity
When social workers act on behalf of clients who lack the capacity to
make informed decisions, social workers should take reasonable steps to
safeguard the interests and rights of those clients.
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1.15 Interruption of Services
Social workers should make reasonable efforts to ensure continuity of
services in the event that services are interrupted by factors such as
unavailability, disruptions in electronic communication, relocation,
illness, mental or physical ability, or death.
1.16 Referral for Services
(a) Social workers should refer clients to other professionals when the
other professionals’ specialized knowledge or expertise is needed to serve
clients fully or when social workers believe that they are not being
effective or making reasonable progress with clients and that other
services are required.
(b) Social workers who refer clients to other professionals should take
appropriate steps to facilitate an orderly transfer of responsibility. Social
workers who refer clients to other professionals should disclose, with
clients’ consent, all pertinent information to the new service providers.
(c) Social workers are prohibited from giving or receiving payment for a
referral when no professional service is provided by the referring social
worker.
1.17 Termination of Services
(a) Social workers should terminate services to clients and professional
relationships with them when such services and relationships are no
longer required or no longer serve the clients’ needs or interests.
(b) Social workers should take reasonable steps to avoid abandoning
clients who are still in need of services. Social workers should withdraw
services precipitously only under unusual circumstances, giving careful
consideration to all factors in the situation and taking care to minimize
possible adverse effects. Social workers should assist in making
appropriate arrangements for continuation of services when necessary.
(c) Social workers in fee-for-service settings may terminate services to
clients who are not paying an overdue balance if the financial contractual
arrangements have been made clear to the client, if the client does not
pose an imminent danger to self or others, and if the clinical and other
consequences of the current nonpayment have been addressed and
discussed with the client.
(d) Social workers should not terminate services to pursue a social,
financial, or sexual relationship with a client.
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(e)
Social workers who anticipate the termination or interruption of services
to clients should notify clients promptly and seek the transfer, referral, or
continuation of services in relation to the clients’ needs and preferences.
(f) Social workers who are leaving an employment setting should inform
clients of appropriate options for the continuation of services and of the
benefits and risks of the options.
2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES
2.01 Respect
(a) Social workers should treat colleagues with respect and should
represent accurately and fairly the qualifications, views, and obligations
of colleagues.
(b) Social workers should avoid unwarranted negative criticism of
colleagues in verbal, written, and electronic communications with clients
or with other professionals. Unwarranted negative criticism may include
demeaning comments that refer to colleagues’ level of competence or to
individuals’ attributes such as race, ethnicity, national origin, color, sex,
sexual orientation, gender identity or expression, age, marital status,
political belief, religion, immigration status, and mental or physical ability.
(c) Social workers should cooperate with social work colleagues and
with colleagues of other professions when such cooperation serves the
well-being of clients.
2.02 Confidentiality
Social workers should respect confidential information shared by
colleagues in the course of their professional relationships and
transactions. Social workers should ensure that such colleagues
understand social workers’ obligation to respect confidentiality and
any exceptions related to it.
2.03 Interdisciplinary Collaboration
(a) Social workers who are members of an interdisciplinary team should
participate in and contribute to decisions that affect the well-being of
clients by drawing on the perspectives, values, and experiences of the
social work profession. Professional and ethical obligations of the
interdisciplinary team as a whole and of its individual members should
be clearly established.
18
(b) Social workers for whom a team decision raises ethical concerns
should attempt to resolve the disagreement through appropriate channels.
If the disagreement cannot be resolved, social workers should pursue
other avenues to address their concerns consistent with client well-being.
2.04 Disputes Involving Colleagues
(a) Social workers should not take advantage of a dispute between a
colleague and an employer to obtain a position or otherwise advance
the social workers’ own interests.
(b) Social workers should not exploit clients in disputes with colleagues
or engage clients in any inappropriate discussion of conflicts between
social workers and their colleagues.
2.05 Consultation
(a) Social workers should seek the advice and counsel of colleagues
whenever such consultation is in the best interests of clients.
(b) Social workers should keep themselves informed about colleagues’
areas of expertise and competencies. Social workers should seek
consultation only from colleagues who have demonstrated knowledge,
expertise, and competence related to the subject of the consultation.
(c) When consulting with colleagues about clients, social workers should
disclose the least amount of information necessary to achieve the purposes
of the consultation.
2.06 Sexual Relationships
(a) Social workers who function as supervisors or educators should not
engage in sexual activities or contact (including verbal, written,
electronic, or physical contact) with supervisees, students, trainees, or
other colleagues over whom they exercise professional authority.
(b) Social workers should avoid engaging in sexual relationships with
colleagues when there is potential for a conflict of interest. Social
workers who become involved in, or anticipate becoming involved in, a
sexual relationship with a colleague have a duty to transfer professional
responsibilities, when necessary, to avoid a conflict of interest.
19
2.07 Sexual Harassment
Social workers should not sexually harass supervisees, students, trainees,
or colleagues. Sexual harassment includes sexual advances; sexual
solicitation; requests for sexual favors; and other verbal, written,
electronic, or physical contact of a sexual nature.
2.08 Impairment of Colleagues
(a)
Social workers who have direct knowledge of a social work colleague’s
impairment that is due to personal problems, psychosocial distress,
substance abuse, or mental health difficulties and that interferes with
practice effectiveness should consult with that colleague when feasible
and assist the colleague in taking remedial action.
(b)
Social workers who believe that a social work colleague’s impairment
interferes with practice effectiveness and that the colleague has not taken
adequate steps to address the impairment should take action through
appropriate channels established by employers, agencies, NASW,
licensing and regulatory bodies, and other professional organizations.
2.09 Incompetence of Colleagues
(a) Social workers who have direct knowledge of a social work
colleague’s incompetence should consult with that colleague when
feasible and assist the colleague in taking remedial action.
(b)
Social workers who believe that a social work colleague is incompetent
and has not taken adequate steps to address the incompetence should
take action through appropriate channels established by employers,
agencies, NASW, licensing and regulatory bodies, and other professional
organizations.
2.10 Unethical Conduct of Colleagues
(a) Social workers should take adequate measures to discourage, prevent,
expose, and correct the unethical conduct of colleagues, including
unethical conduct using technology.
(b) Social workers should be knowledgeable about established policies
and procedures for handling concerns about colleagues’ unethical
behavior. Social workers should be familiar with national, state, and
local procedures for handling ethics complaints. These include policies
and procedures created by NASW, licensing and regulatory bodies,
employers, agencies, and other professional organizations.
20
(c) Social workers who believe that a colleague has acted unethically
should seek resolution by discussing their concerns with the colleague
when feasible and when such discussion is likely to be productive.
(d)
When necessary, social workers who believe that a colleague has acted
unethically should take action through appropriate formal channels (such
as contacting a state licensing board or regulatory body, the NASW
National Ethics Committee, or other professional ethics committees).
(e) Social workers should defend and assist colleagues who are unjustly
charged with unethical conduct.
3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS
3.01 Supervision and Consultation
(a) Social workers who provide supervision or consultation (whether
in-person or remotely) should have the necessary knowledge and skill to
supervise or consult appropriately and should do so only within their
areas of knowledge and competence.
(b)
Social workers who provide supervision or consultation are responsible
for setting clear, appropriate, and culturally sensitive boundaries.
(c)
Social workers should not engage in any dual or multiple relationships
with supervisees in which there is a risk of exploitation of or potential
harm to the supervisee, including dual relationships that may arise while
using social networking sites or other electronic media.
(d) Social workers who provide supervision should evaluate supervisees’
performance in a manner that is fair and respectful.
3.02 Education and Training
(a) Social workers who function as educators, field instructors for
students, or trainers should provide instruction only within their areas of
knowledge and competence and should provide instruction based on the
most current information and knowledge available in the profession.
(b) Social workers who function as educators or field instructors for
students should evaluate students’ performance in a manner that is fair
and respectful.
21
(c) Social workers who function as educators or field instructors for
students should take reasonable steps to ensure that clients are routinely
informed when services are being provided by students.
(d) Social workers who function as educators or field instructors for
students should not engage in any dual or multiple relationships with
students in which there is a risk of exploitation or potential harm to the
student, including dual relationships that may arise while using social
networking sites or other electronic media. Social work educators and
field instructors are responsible for setting clear, appropriate, and
culturally sensitive boundaries.
3.03 Performance Evaluation
Social workers who have responsibility for evaluating the performance
of others should fulfill such responsibility in a fair and considerate
manner and on the basis of clearly stated criteria.
3.04 Client Records
(a) Social workers should take reasonable steps to ensure that
documentation in electronic and paper records is accurate and reflects
the services provided.
(b) Social workers should include sufficient and timely documentation in
records to facilitate the delivery of services and to ensure continuity of
services provided to clients in the future.
(c) Social workers’ documentation should protect clients’ privacy to the
extent that is possible and appropriate and should include only
information that is directly relevant to the delivery of services.
(d) Social workers should store records following the termination of
services to ensure reasonable future access. Records should be
maintained for the number of years required by relevant laws, agency
policies, and contracts.
3.05 Billing
Social workers should establish and maintain billing practices that
accurately reflect the nature and extent of services provided and that
identify who provided the service in the practice setting.
22
3.06 Client Transfer
(a) When an individual who is receiving services from another agency or
colleague contacts a social worker for services, the social worker should
carefully consider the client’s needs before agreeing to provide services.
To minimize possible confusion and conflict, social workers should
discuss with potential clients the nature of the clients’ current relationship
with other service providers and the implications, including possible
benefits or risks, of entering into a relationship with a new service provider.
(b) If a new client has been served by another agency or colleague,
social workers should discuss with the client whether consultation with
the previous service provider is in the client’s best interest.
3.07 Administration
(a) Social work administrators should advocate within and outside their
agencies for adequate resources to meet clients’ needs.
(b) Social workers should advocate for resource allocation procedures
that are open and fair. When not all clients’ needs can be met, an
allocation procedure should be developed that is nondiscriminatory and
based on appropriate and consistently applied principles.
(c) Social workers who are administrators should take reasonable steps
to ensure that adequate agency or organizational resources are available
to provide appropriate staff supervision.
(d) Social work administrators should take reasonable steps to ensure
that the working environment for which they are responsible is
consistent with and encourages compliance with the NASW Code of
Ethics. Social work administrators should take reasonable steps to
eliminate any conditions in their organizations that violate, interfere
with, or discourage compliance with the Code.
3.08 Continuing Education and Staff Development
Social work administrators and supervisors should take reasonable steps
to provide or arrange for continuing education and staff development for
all staff for whom they are responsible. Continuing education and staff
development should address current knowledge and emerging
developments related to social work practice and ethics.
23
3.09 Commitments to Employers
(a) Social workers generally should adhere to commitments made to
employers and employing organizations.
(b) Social workers should work to improve employing agencies’ policies
and procedures and the efficiency and effectiveness of their services.
(c) Social workers should take reasonable steps to ensure that employers
are aware of social workers’ ethical obligations as set forth in the NASW
Code of Ethics and of the implications of those obligations for social
work practice.
(d) Social workers should not allow an employing organization’s
policies, procedures, regulations, or administrative orders to interfere
with their ethical practice of social work. Social workers should take
reasonable steps to ensure that their employing organizations’ practices
are consistent with the NASW Code of Ethics.
(e) Social workers should act to prevent and eliminate discrimination in
the employing organization’s work assignments and in its employment
policies and practices.
(f) Social workers should accept employment or arrange student field
placements only in organizations that exercise fair personnel practices.
(g) Social workers should be diligent stewards of the resources of their
employing organizations, wisely conserving funds where appropriate and
never misappropriating funds or using them for unintended purposes.
3.10 Labor–Management Disputes
(a) Social workers may engage in organized action, including the
formation of and participation in labor unions, to improve services to
clients and working conditions.
(b) The actions of social workers who are involved in labor-management
disputes, job actions, or labor strikes should be guided by the profession’s
values, ethical principles, and ethical standards. Reasonable differences
of opinion exist among social workers concerning their primary
obligation as professionals during an actual or threatened labor strike or
job action. Social workers should carefully examine relevant issues and
their possible impact on clients before deciding on a course of action.
24
4. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS
4.01 Competence
(a) Social workers should accept responsibility or employment only
on the basis of existing competence or the intention to acquire the
necessary competence.
(b) Social workers should strive to become and remain proficient in
professional practice and the performance of professional functions.
Social workers should critically examine and keep current with emerging
knowledge relevant to social work. Social workers should routinely
review the professional literature and participate in continuing education
relevant to social work practice and social work ethics.
(c) Social workers should base practice on recognized knowledge,
including empirically based knowledge, relevant to social work and
social work ethics.
4.02 Discrimination
Social workers should not practice, condone, facilitate, or collaborate
with any form of discrimination on the basis of race, ethnicity, national
origin, color, sex, sexual orientation, gender identity or expression, age,
marital status, political belief, religion, immigration status, or mental or
physical ability.
4.03 Private Conduct
Social workers should not permit their private conduct to interfere with
their ability to fulfill their professional responsibilities.
4.04 Dishonesty, Fraud, and Deception
Social workers should not participate in, condone, or be associated with
dishonesty, fraud, or deception.
4.05 Impairment
(a) Social workers should not allow their own personal problems,
psychosocial distress, legal problems, substance abuse, or mental health
difficulties to interfere with their professional judgment and performance
or to jeopardize the best interests of people for whom they have a
professional responsibility.
25
(b) Social workers whose personal problems, psychosocial distress, legal
problems, substance abuse, or mental health difficulties interfere with
their professional judgment and performance should immediately seek
consultation and take appropriate remedial action by seeking professional
help, making adjustments in workload, terminating practice, or taking
any other steps necessary to protect clients and others.
4.06 Misrepresentation
(a)
Social workers should make clear distinctions between statements made
and actions engaged in as a private individual and as a representative of
the social work profession, a professional social work organization, or
the social worker’s employing agency.
(b) Social workers who speak on behalf of professional social work
organizations should accurately represent the official and authorized
positions of these organizations.
(c) Social workers should ensure that their representations to clients,
agencies, and the public of professional qualifications, credentials,
education, competence, affiliations, services provided, or results to be
achieved are accurate. Social workers should claim only those relevant
professional credentials they actually possess and take steps to correct
any inaccuracies or misrepresentations of their credentials by others.
4.07 Solicitations
(a)
Social workers should not engage in uninvited solicitation of potential
clients who, because of their circumstances, are vulnerable to undue
influence, manipulation, or coercion.
(b) Social workers should not engage in solicitation of testimonial
endorsements (including solicitation of consent to use a client’s prior
statement as a testimonial endorsement) from current clients or from other
people who, because of their particular circumstances, are vulnerable to
undue influence.
4.08 Acknowledging Credit
(a) Social workers should take responsibility and credit, including
authorship credit, only for work they have actually performed and to
which they have contributed.
(b) Social workers should honestly acknowledge the work of and the
contributions made by others.
26
5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK
PROFESSION
5.01 Integrity of the Profession
(a) Social workers should work toward the maintenance and promotion
of high standards of practice.
(b)
Social workers should uphold and advance the values, ethics, knowledge,
and mission of the profession. Social workers should protect, enhance,
and improve the integrity of the profession through appropriate study and
research, active discussion, and responsible criticism of the profession.
(c) Social workers should contribute time and professional expertise to
activities that promote respect for the value, integrity, and competence
of the social work profession. These activities may include teaching,
research, consultation, service, legislative testimony, presentations in the
community, and participation in their professional organizations.
(d)
Social workers should contribute to the knowledge base of social work
and share with colleagues their knowledge related to practice, research, and
ethics. Social workers should seek to contribute to the profession’s literature
and to share their knowledge at professional meetings and conferences.
(e)
Social workers should act to prevent the unauthorized and unqualified
practice of social work.
5.02 Evaluation and Research
(a) Social workers should monitor and evaluate policies, the
implementation of programs, and practice interventions.
(b) Social workers should promote and facilitate evaluation and research
to contribute to the development of knowledge.
(c) Social workers should critically examine and keep current with
emerging knowledge relevant to social work and fully use evaluation
and research evidence in their professional practice.
(d) Social workers engaged in evaluation or research should carefully
consider possible consequences and should follow guidelines developed
for the protection of evaluation and research participants. Appropriate
institutional review boards should be consulted.
27
(e) Social workers engaged in evaluation or research should obtain
voluntary and written informed consent from participants, when
appropriate, without any implied or actual deprivation or penalty for
refusal to participate; without undue inducement to participate; and with
due regard for participants’ well-being, privacy, and dignity. Informed
consent should include information about the nature, extent, and duration
of the participation requested and disclosure of the risks and benefits of
participation in the research.
(f) When using electronic technology to facilitate evaluation or research,
social workers should ensure that participants provide informed consent
for the use of such technology. Social workers should assess whether
participants are able to use the technology and, when appropriate, offer
reasonable alternatives to participate in the evaluation or research.
(g) When evaluation or research participants are incapable of giving
informed consent, social workers should provide an appropriate explanation
to the participants, obtain the participants’ assent to the extent they are
able, and obtain written consent from an appropriate proxy.
(h) Social workers should never design or conduct evaluation or
research that does not use consent procedures, such as certain forms
of naturalistic observation and archival research, unless rigorous and
responsible review of the research has found it to be justified because
of its prospective scientific, educational, or applied value and unless
equally effective alternative procedures that do not involve waiver of
consent are not feasible.
(i) Social workers should inform participants of their right to withdraw
from evaluation and research at any time without penalty.
(j) Social workers should take appropriate steps to ensure that
participants in evaluation and research have access to appropriate
supportive services.
(k) Social workers engaged in evaluation or research should protect
participants from unwarranted physical or mental distress, harm,
danger, or deprivation.
(l) Social workers engaged in the evaluation of services should discuss
collected information only for professional purposes and only with
people professionally concerned with this information.
28
(m) Social workers engaged in evaluation or research should ensure the
anonymity or confidentiality of participants and of the data obtained
from them. Social workers should inform participants of any limits of
confidentiality, the measures that will be taken to ensure confidentiality,
and when any records containing research data will be destroyed.
(n) Social workers who report evaluation and research results should
protect participants’ confidentiality by omitting identifying information
unless proper consent has been obtained authorizing disclosure.
(o) Social workers should report evaluation and research findings
accurately. They should not fabricate or falsify results and should take
steps to correct any errors later found in published data using standard
publication methods.
(p) Social workers engaged in evaluation or research should be alert to
and avoid conflicts of interest and dual relationships with participants,
should inform participants when a real or potential conflict of interest
arises, and should take steps to resolve the issue in a manner that makes
participants’ interests primary.
(q) Social workers should educate themselves, their students, and their
colleagues about responsible research practices.
6. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY
6.01 Social Welfare
Social workers should promote the general welfare of society, from local
to global levels, and the development of people, their communities, and
their environments. Social workers should advocate for living conditions
conducive to the fulfillment of basic human needs and should promote
social, economic, political, and cultural values and institutions that are
compatible with the realization of social justice.
6.02 Public Participation
Social workers should facilitate informed participation by the public in
shaping social policies and institutions.
6.03 Public Emergencies
Social workers should provide appropriate professional services in
public emergencies to the greatest extent possible.
29
6.04 Social and Political Action
(a) Social workers should engage in social and political action that seeks
to ensure that all people have equal access to the resources, employment,
services, and opportunities they require to meet their basic human needs
and to develop fully. Social workers should be aware of the impact of the
political arena on practice and should advocate for changes in policy and
legislation to improve social conditions to meet basic human needs and
promote social justice.
(b) Social workers should act to expand choice and opportunity for all
people, with special regard for vulnerable, disadvantaged, oppressed,
and exploited people and groups.
(c) Social workers should promote conditions that encourage respect
for cultural and social diversity within the United States and globally.
Social workers should promote policies and practices that demonstrate
respect for difference, support the expansion of cultural knowledge and
resources, advocate for programs and institutions that demonstrate
cultural competence, and promote policies that safeguard the rights of
and confirm equity and social justice for all people.
(d) Social workers should act to prevent and eliminate domination of,
exploitation of, and discrimination against any person, group, or class on
the basis of race, ethnicity, national origin, color, sex, sexual orientation,
gender identity or expression, age, marital status, political belief,
religion, immigration status, or mental or physical ability.
30
acknowledgment of
credit, 26
administrators, 23
audio recordings, 9
authorship credit, 26
bartering arrangements, 16
billing practices, 22
chat sessions, 4, 11, 13
client records
access to, 14
confidentiality and,
13–14, 22
responsibilities related
to, 22
transfer or disposal
of, 14
clients
abandonment of, 17
capacity for decision
making in, 16
capacity for technology
use by, 8, 10
commitment to, 7
deceased, 14
definition of, 1
derogatory language
about, 16
dual/multiple
relationships with, 10
electronic searches on,
9, 13
ethical responsibilities
to, 7–18
illiterate, 8
interruption of services
to, 17, 18
involuntary, 8
payment issues and,
16–17
physical contact with,
15–16, 19–20
privacy and
confidentiality of,
11–14, 22
referral of, 17
respect for dignity and
worth of, 5–6
sexual harassment of, 16
sexual relationships
with, 15, 17
social diversity of, 9–10
social media use and,
11, 13
termination of services
to, 10, 17–18, 22
transfer of, 17, 18, 23
collaboration,
interdisciplinary, 18–19
colleagues
confidentiality and, 18
consultation between, 19
disputes involving, 19
ethical responsibilities
to, 18–21
impairment or
incompetence of, 20
interdisciplinary
collaboration between,
18–19
referrals to, 17
respect for, 18
sexual harassment of, 20
sexual relationships
with, 19
unethical conduct of,
20–21
commitment
to clients, 7
to employers, 24
to ethical principles, 4
communication
technology, 4, 9, 11, 13.
See also technology-
assisted services
competence
as core value, 1, 6
lack of, 20
standards for, 9, 25
complaints, ethics, 2, 20
confidentiality
of clients and client
records, 11–14, 22
colleagues and, 18
in evaluation and
research, 29
limitations to, 12
conflicts of interest, 3,
10–11, 16, 19, 29
consent, informed, 7–9,
13, 28
consultation
between colleagues, 19
supervision and, 21
continuing education, 23, 25
core values, 1–3, 5–6
couples counseling, 10–11,
12
criticism, of colleagues, 18
cultural awareness, 5,
9–10, 30
deception, 25
decision making
capacity for, 16
ethical, 2–3
derogatory language, 16
digital technology. See
technology-assisted
services
dignity, respect for, 5–6
discrimination, 24, 25, 30
dishonesty, 25
disputes
involving colleagues, 19
labor–management, 24
diversity, sensitivity to, 5,
9–10, 30
dual/multiple relationships
with clients, 10
with students, 22
with supervisors, 21
education, continuing, 23,
25
educators, responsibilities
of, 19, 21–22
electronic searches, 9, 13
electronic services. See
technology-assisted
services
e-mail, 4, 11, 13
emergencies, 29
employers, commitment
to, 24
ethical decision making,
2–3
ethical principles, 1–6
ethical responsibilities
to broader society, 29–30
to clients, 7–18
to colleagues, 18–21
in practice settings,
21–24
as professionals, 25–26
to social work
profession, 27–29
ethnicity, 5, 10, 11, 18, 25,
30
evaluation
of performance, 21–22
research and, 27–29
family counseling, 10–11,
12
fees, setting of, 16
field instructors,
responsibilities of, 21–22
fraud, 25
gender identity or
expression, 10, 11, 18,
25, 30
INDEX
group counseling, 12
human relationships,
importance of, 1, 6
immigration status, 10, 11,
18, 25, 30
impairment, 20, 25–26
incompetence, 20
informed consent, 7–9,
13, 28
integrity, 1, 6, 27
interdisciplinary
collaboration, 18–19
Internet searches, 9, 13
Internet-based services.
See technology-assisted
services
interruption of services, 17,
18
involuntary clients, 8
labor–management disputes,
24
legal proceedings, 4, 13
media outlets, requests
from, 13
mental ability, 8, 10, 11,
17, 18, 25, 30
misrepresentation, 26
mission statement, 1
mobile communication, 4,
11, 13
multiple relationships. See
dual/multiple relationships
NASW Code of Ethics
compliance with, 23
purpose of, 2–4
online searches, 9, 13
online services. See
technology-assisted
services
payment for services,
16–17
peer review process, 3, 4
performance evaluation,
21–22
physical ability, 8, 10, 11,
17, 18, 25, 30
physical contact, 15–16,
19–20
political action, 30
political beliefs, 10, 18,
25, 30
practice settings,
responsibilities in, 21–24
Preamble, 1
privacy, 11–14, 22.
See
also
confidentiality
private conduct, 25
pro bono services, 5
public emergencies, 29
public participation, 29
records. See client records
referrals, 10, 17–18
relationships, dual/multiple.
See dual/multiple
relationships
relationships, importance
of, 1, 6
religious beliefs, 10, 11,
18, 25, 30
remote services. See
technology-assisted
services
research and evaluation,
27–29
respect
for clients, 5–6
for colleagues, 18
searches, electronic, 9, 13
self-determination, in
clients, 5, 7
service, as core value, 1, 5
services
interruption of, 17, 18
payment for, 16–17
pro bono, 5
referral for, 17
right to refuse, 8
termination of, 10,
17–18, 22
See also technology-
assisted services
sexual harassment
of clients, 16
of colleagues, 20
sexual relationships
with clients, 15, 17
with colleagues, 19
social action, 30
social diversity, 9–10, 30
social justice, 1, 5, 29–30
social media use, 4, 11, 13,
21, 22
social networking sites, 11,
21, 22
social welfare, 29
social work profession
ethical responsibilities
to, 27–29
integrity of, 27
mission of, 1–2
social workers
as administrators, 23
client responsibilities of,
7–18
colleagues and, 18–21
continuing education
for, 23, 25
as educators and
instructors, 19, 21–22
ethical principles of, 5–6
in practice settings, 21–24
responsibilities as
professionals, 25–29
social action by, 30
social media use by, 11,
13, 21, 22
society, responsibilities to,
29–30
solicitations, 26
staff development, 23
standards, ethical. See
ethical responsibilities
students
dual/multiple
relationships with, 22
evaluation of, 21
supervisors
dual/multiple
relationships with, 21
sexual relationships of,
19
technology-assisted services
client capacity and
suitability for, 8, 10
competence and, 9
confidentiality and, 12,
13
conflicts of interest in, 11
defined, 4
informed consent and,
8, 13, 28
telephones, communication
by, 4, 11, 13
termination
of practice, 14, 26
of services, 10, 17–18,
22
text messaging, 4, 11, 13
third-party payers, 8, 12
trainers, 14, 21
transfer
of client records, 14
of clients, 17, 18, 23
unethical conduct, 20–21
values, core, 1–3, 5–6
video communication, 4, 11
video recordings, 9
750 FIRST STREET NE, SUITE 800
WASHINGTON, DC 20002-4241
SOCIALWORKERS.ORG
The primary mission of the social work profession is to enhance human well-being
and help meet the basic human needs of all people, with particular attention to the
needs and empowerment of people who are vulnerable, oppressed, and living in
poverty. A historic and defining feature of social work is the profession’s focus on
individual, family, and community well-being. Fundamental to social work is attention
to the environmental forces that create, contribute to, and address problems in living.
S t a n d a r d s a n d
I n d i c a t o r s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S
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S t a n d a r d s a n d
I n d i c a t o r s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
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National Association of Social Workers
Darrell P. Wheeler, PhD, ACSW, MPH
NASW President
Angelo McClain, PhD, LICSW
NASW Chief Executive Officer
National Committee on Racial and Ethnic
Diversity (NCORED) 2014–2016
Carol E. Bonner, EdD, MSW, MBA (Chair)
Karen Bullock, PhD, LCSW
Yvette Colón, PhD, ACSW, LMSW
Rowena Fong, EdD
Vivian Jackson, PhD, LICSW
Adelaida Montemayor, LCSW, CSSWS
Chathapuram S. Ramanthan, PhD
Nelrene Yellow Bird, LCSW, LAC
National Committee on Racial and Ethnic
Diversity 2002–2006 (Indicators)
Sally Alonozo Bell, PhD, LCSW
Barbara A. Candales, PhD, LCSW, MPH
Iraida V. Carrion, MSW
Betty Garcia, PhD, MSW, LCSW
Mary Hall, PhD, ACSW, LICSW
Vivian H. Jackson, ACSW, LICSW
Claudia Long, PhD, MSW
Adelaida Montemayor, LMSW-ACP
Irene Moreda, DSW
Clara Simmons, ACSW, DCSW
Saundra H. Starks, EdD, ACSW, LCSW
Rita Takahashi, PhD, MSW
Lann Thompson, MA, MSSW, EdD
Halaevalu F. Vakalahi, PhD
Susan Yi-Millette, ABD, MSW, EdD, ACSW, LCSW
National Committee on Racial and Ethnic
Diversity 1999–2001 (Standards)
Ada E. Deer, ACSW
Lina Fong, PhD, ACSW, LCSW
Inderjit K. Jaipaul, DSW, ACSW
Emma Montero, MSW
Irene Moreda, DSW
Carmen Ortiz Hendricks, DCSW, ACSW
Robert D. Showers, BSW
Clara Simmons, ACSW, DCSW
Saundra H. Starks, EdD, ACSW, LCSW
Halaevalu F. Vakalahi, PhD
Nelrene Yellow Bird, MSW
NASW Staff
Heidi McIntosh, MSW
Rita A. Webb, MSW
©2015 National Association of Social Workers. All Rights Reserved.
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Contents
4 Standards
7 Introduction
11 Definitions
17 Goals and Objectives
19 Standards and Indicators for Cultural Competence
in Social Work Practice
19 Standard 1. Ethics and Values
22 Standard 2. Self-Awareness
24 Standard 3. Cross-Cultural Knowledge
28 Standard 4. Cross-Cultural Skills
32 Standard 5. Service Delivery
35 Standard 6. Empowerment and Advocacy
38 Standard 7. Diverse Workforce
41 Standard 8. Professional Education
43 Standard 9. Language and Communication
47 Standard 10. Leadership to Advance Cultural Competence
50 References
55 Acknowledgments
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Standards
Standard 1. Ethics and Values
Social workers shall function in accordance with
the values, ethics, and standards of the NASW
(2008) Code of Ethics. Cultural competence requires
self-awareness, cultural humility, and the
commitment to understanding and
embracing
culture as central to effective practice.
Standard 2. Self-Awareness
Social workers shall demonstrate an appreciation
of their own cultural identities and those of others.
Social workers must also be aware of their own
privilege and power and must acknowledge the
impact of this privilege and power in their work
with and on behalf of clients. Social workers will
also demonstrate cultural humility and sensitivity
to the dynamics
of power and privilege in all
areas of social work.
Standard 3. Cross-Cultural Knowledge
Social workers shall possess and continue to
develop specialized knowledge and understanding
that is inclusive of, but not limited to, the history,
traditions, values, family systems, and artistic
expressions such as race and ethnicity; immigration
and refugee status; tribal groups; religion and
spirituality; sexual orientation; gender identity
or expression; social class; and mental or
physical abilities of various cultural groups.
Standard 4. Cross-Cultural Skills
Social workers will use a broad range of skills
(micro, mezzo, and macro) and techniques that
demonstrate an understanding of and respect
for the importance of culture in practice, policy,
and research.
Standard 5. Service Delivery
Social workers shall be knowledgeable about
and skillful in the use of services, resources, and
institutions and be available to serve multicultural
communities. They shall be able to make culturally
appropriate referrals within both formal and
informal networks and shall be cognizant of, and
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work to address, service gaps affecting specific
cultural groups.
Standard 6. Empowerment and Advocacy
Social workers shall be aware of the impact of
social systems, policies, practices, and programs
on multicultural client populations, advocating
for, with, and on behalf of multicultural clients
and client populations whenever appropriate.
Social workers should also participate in the
development and implementation of policies
and practices that empower and advocate for
marginalized and oppressed populations.
Standard 7. Diverse Workforce
Social workers shall support and advocate for
recruitment, admissions and hiring, and retention
efforts in social work programs and organizations
to ensure diversity within the profession.
Standard 8. Professional Education
Social workers shall advocate for, develop, and
participate in professional education and training
programs that advance cultural competence within
the profession. Social workers should embrace
cultural competence as a focus of lifelong learning.
Standard 9. Language and Communication
Social workers shall provide and advocate for
effective communication with clients of all
cultural groups, including people of limited
English proficiency or low literacy skills, people
who are blind or have low vision, people who
are deaf or hard of hearing, and people with
disabilities (Goode & Jones, 2009).
Standard 10. Leadership to Advance Cultural
Competence
Social workers shall be change agents who
demonstrate the leadership skills to work
effectively with multicultural groups in agencies,
organizational settings, and communities. Social
workers should also demonstrate responsibility
for advancing cultural competence within and
beyond their organizations, helping to challenge
structural and institutional oppression and build
and sustain diverse and inclusive institutions and
communities.
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Introduction
This revision of the Standards and Indicators for
Cultural Competence in the Social Work Practice
(the Standards) reflects the growth in the
understanding of cultural competence since the
development of both the NASW Standards for
Cultural Competence in Social Work Practice
published in 2001 and the Indicators for the
Achievement of the NASW Standards for Cultural
Competence in Social Work Practice (NASW,
2007). These revised standards are anchored in
the policy statement “Cultural and Linguistic
Competence in the Social Work Profession”
published in Social Work Speaks: National
Association of Social Workers Policy Statements
(NASW, 2015) and the NASW (2008) Code of
Ethics, which charges social workers with the
ethical responsibility to be culturally competent.
The Indicators for the Achievement of the NASW
Standards for Cultural Competence in Social Work
Practice was developed in 2007 as an extension of
the standards to provide additional guidance on
the implementation and realization of culturally
competent practice.
This revision, developed by the 2015 NASW
National Committee on Racial and Ethnic
Diversity, builds on the previous work to
introduce new concepts and expand on others.
These standards reinforce the concept of
“culture” as being inclusive beyond race and
ethnicity; inclusive of, but not limited to, sexual
orientation, gender identity or expression, and
religious identity or spirituality. Similarly, they
reinforce the intended audience for these
standards to be the broad spectrum of social
work practice at the micro, mezzo, and macro
levels. The revised standards retain the concept
of “competence” as an indicator of attitudes,
knowledge, and skills that enable effective
cross-cultural practice. As with any competency,
there is the expectation of continual growth and
learning. The revised standards introduce
concepts of “cultural humility,” as a guiding
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stance vis-à-vis cultural differences, and
“intersectionality,” as a way of understanding the
complexity of the experiences of those at the
margins of our society. In addition, the revision
introduces “language and communication” to
address a range of communication issues
including limited English proficiency, low
literacy, and disabilities. Finally, the revisions
revisit the way the social work profession
engages in leadership to advance cultural
competence within the profession, human
services, and society at large and to challenge
structural and institutional oppression.
NASW “promotes and supports the
implementation of cultural and linguistic
competence at three intersecting levels: the
individual, institutional, and societal. Cultural
competence requires social workers to examine
their own cultural backgrounds and identities
while seeking out the necessary knowledge,
skills, and values that can enhance the delivery
of services to people with varying cultural
experiences associated with their race, ethnicity,
gender, class, sexual orientation, religion, age, or
disability [or other cultural factors]” (NASW,
2015, p. 65).
The United States is constantly undergoing
major demographic changes. The demographic
shift is projected to continue with increased
diversity in our population—American born and
immigrants and refugees. In 1980, 80 percent of
the population was white; in 2014, the
proportion had decreased to 63 percent and is
projected through 2050 to continue this decline
to 44 percent (Ortman & Guarneri, n.d.). Shifts
in the growth of black, Hispanic, Asian and
Pacific Islander, and American Indian/Alaskan
Native populations are projected to continue to
increase, with more than 50 percent of
Americans expected to belong to one of these
groups by 2044 (Colby & Ortman, 2015). These
demographic changes increase the diversity that
social work practitioners, administrators, and
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executives encounter daily in their settings.
These changes affect the social work policy
agenda at organizational, community, county,
state, and national levels. They challenge social
work educators to effectively recruit, retain, and
graduate a diverse student body, and to deliver a
robust curriculum that embeds the implications
of cultural diversity in all aspects of social work
practice. Finally, these demographic changes
challenge social work researchers to examine
questions of relevance to culturally diverse
populations and engage in culturally competent
research practices. The social work profession,
with contributions of pioneers such as
Richmond (1922), Reynolds (1935), and Bartlett
(1970), traditionally has emphasized the
importance of the person-in-environment (PIE)
model to address social functioning, in which
individuals experience relationships influenced
by interrelated factors of environmental,
physical, and emotional challenges; Karls and
O’Keefe (2008) have advanced the PIE concept
to address functionality. Social workers using
this ecological perspective for assessment
recognize the need to attend to important
cultural factors that have meaning for clients.
Diversity, more than race and ethnicity,
includes the sociocultural experiences of people
inclusive of, but not limited to, national origin,
color, social class, religious and spiritual beliefs,
immigration status, sexual orientation, gender
identity or expression, age, marital status, and
physical or mental disabilities. The social work
and human services literature includes content
areas that address culturally appropriate and
culturally competent interventions. These
include addressing racial identity formation for
people of color as well as for white people; the
interrelationship among class, race, ethnicity,
and gender; working with low-income families;
working with older adults; the importance of
religion and spirituality in the lives of clients;
the development of gender identity and sexual
orientation; immigration, acculturation, and
assimilation stressors; biculturalism; working
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with people with disabilities; empowerment
skills; community building; reaching out to new
populations of color; conscious and unconscious
bias; cultural humility, culture-specific and
culturally adapted interventions; and training in
culturally competent models of practice.
Cultural competence in social work practice
implies a heightened consciousness of how
culturally diverse populations experience their
uniqueness and deal with their differences and
similarities within a larger social context.
Concurrently, cultural competence requires
social workers to use an intersectionality
approach to practice, examining forms of
oppression, discrimination, and domination
through diversity components of race and
ethnicity, immigration and refugee status,
religion and spirituality, sexual orientation and
gender identity and expression, social class, and
abilities. Furthermore, it requires social workers
to acknowledge their own position of power
vis-à-vis the populations they serve and to
practice cultural humility (Tervalon &
Murray-Garcia, 1998). The achievement of
cultural competence is an ongoing process.
Cultural competence is not just a statement of
quality practice. Cultural competence also
requires advocacy and activism. It is critically
important to provide quality services to those
who find themselves marginalized; and it is also
essential to disrupt the societal processes that
marginalize populations. Cultural competence
includes action to challenge institutional and
structural oppression and the accompanying
feelings of privilege and internalized oppression.
Although these standards and their accompanying
indicators describe an ideal state, the National
Committee on Racial and Ethnic Diversity
(NCORED) encourages social work
practitioners and agency leaders to put forth
good faith efforts to use them.
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Definitions
In 2015 NCORED revised the definitions
of culture and cultural competence and added
definitions of cultural humility and
intersectionality that are important to social
work practice at the micro, mezzo, and macro
levels. Definitions are drawn from the NASW
(2008) Code of Ethics, the 10th edition of Social
Work Speaks (2015), the 6th edition of The
Social Work Dictionary (Barker, 2013), and other
academic sources.
Areas of Practice
In these standards, “practice” refers to at all
levels of practice—micro, mezzo, and macro.
Macro Practice
Social work practice “aimed at bringing about
improvement and changes in the general society.
Such activities include some types of political
action, community organization, public
education campaigning, and the administration
of broad-based social services agencies or public
welfare departments” (Barker, 2013, p. 253).
Mezzo Practice
Refers to “social work practice primarily with
families and small groups. Important activities at
this level include facilitating communication,
mediation, and negotiation; educating; and
bringing people together” (Barker, 2013, p. 269).
Micro Practice
“The term used by social workers to identify
professional activities that are designed to help
solve the problems faced primarily by
individuals, families, and small groups. Usually
micro practice focuses on direct intervention on
a case-by-case basis or in a clinical setting”
(Barker, 2013, p. 269).
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Cissexism
Cissexism is discrimination against individuals
who identify with and/or present as a different
sex and gender than assigned at birth and
privilege conveyed on individuals who identify
with and/or present as the same sex and gender
as assigned at birth. It is a form of sexism based
on sexual and gender identity and expression
(Hibbs, 2014).
Culture
Culture is a universal phenomenon reflecting
diversity, norms of behavior, and awareness of
global interdependence (Link & Ramanathan,
2011).
The word “culture” implies the integrated
pattern of human behavior that includes
thoughts, communications, actions, customs,
beliefs, values, and institutions of a racial, ethnic,
religious, or social group (Gilbert, Goode, &
Dunne, 2007). Culture often is referred to as the
totality of ways being passed on from generation
to generation. The term “culture” includes ways
in which people with disabilities or people from
various religious backgrounds or people who are
gay, lesbian, or transgender experience the
world around them. Culture includes, but is not
limited to, history, traditions, values, family
systems, and artistic expressions of client groups
served in the different cultures related to race
and ethnicity, immigration and refugee status,
tribal status, religion and spirituality, sexual
orientation, gender identity and expression,
social class, and abilities.
The Preamble to the NASW (2008) Code of
Ethics states, “The primary mission of the social
work profession is to enhance human well-being
and help meet the basic human needs of all
people, with particular attention to the needs
and empowerment of people who are vulnerable,
oppressed, and living in poverty” (p. 1). And it
continues, “Social workers are sensitive to
cultural and ethnic diversity and strive to end
discrimination, oppression, poverty, and other
forms of social injustice” (p. 1).
Cultural and ethnic diversity is mentioned in
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two ethical standards:
(1) Value: Social Justice
Ethical Principle: Social workers challenge
social injustice.
Social workers’ social change efforts
are focused on issues of social injustice.
These activities seek to promote sensitivity
to and knowledge about oppression and
cultural and ethnic diversity.
(2) Value: Dignity and Worth of the Person
Ethical Principle: Social workers respect the
inherent dignity and worth of the person.
This value states that social workers
treat each person in a caring and respectful
fashion, mindful of individual differences
and cultural and ethnic diversity.
Cultural Competence
Cultural competence refers to the process by
which individuals and systems respond
respectfully and effectively to people of all
cultures, languages, classes, races, ethnic
backgrounds, religions, spiritual traditions,
immigration status, and other diversity factors in
a manner that recognizes, affirms, and values the
worth of individuals, families, and communities
and protects and preserves the dignity of each
(Fong, 2004; Fong & Furuto, 2001; Lum, 2011).
“Cultural competence is a set of congruent
behaviors, attitudes, and policies that come
together in a system or agency or amongst
professionals and enable the system, agency, or
those professions to work effectively in
cross-cultural situations” (National Center for
Cultural Competence, n.d., p. 1).
Operationally defined, cultural competence
is the integration and transformation of
knowledge about individuals and groups of
people into specific standards, policies, practices,
and attitudes used in appropriate cultural
settings to increase the quality of services,
thereby producing better outcomes (Davis &
Donald, 1997). Competence in cross-cultural
functioning means learning new patterns of
behavior and effectively applying them in
appropriate settings. Gallegos (1982) provided
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one of the first conceptualizations of ethnic
competence as “a set of procedures and activities
to be used in acquiring culturally relevant
insights into the problems of minority clients
and the means of applying such insights to the
development of intervention strategies that are
culturally appropriate for these clients” (p. 4).
This kind of sophisticated cultural competence
does not come naturally to any social worker
and requires a high level of professionalism and
knowledge. Other culturally related terms exist,
such as “cultural responsiveness,” “cultural
proficiency,” and “cultural sensitivity.” Note that
the definitions of some of these terms are
similar to the definitions of cultural competence.
However, others, such as “cultural sensitivity,”
do not incorporate an expectation of skillful or
effective action.
On the organizational level, there are five
essential elements that contribute to a culturally
competent system (Cross, Bazron, Dennis, &
Isaacs, 1989). The system should (1) value
diversity, (2) have the capacity for cultural
self-assessment, (3) be
conscious of the dynamics
inherent when cultures interact, (4) institutionalize
cultural knowledge, and (5) develop programs
and services that reflect an understanding of
diversity between
and within cultures. These five
elements must be
manifested in every level of
the service delivery system. They should be
reflected in attitudes, structures, policies, and
services. The specific ethical standard for
culturally competent social work practice is
contained under Section 1 of the NASW (2008)
Code of Ethics—Social Workers’ Ethical
Responsibilities to Clients.
1.05 Cultural Competence and Social Diversity
䡲 Social workers should understand culture and
its functions in human behavior and society,
recognizing the strengths that exist in all
cultures.
䡲 Social workers should have a knowledge base
of their clients’ cultures and be able to
demonstrate competence in the provision of
services that are sensitive to clients’ cultures
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15
and to differences among people and cultural
groups.
䡲 Social workers should obtain education about
and seek to understand the nature of social
diversity and oppression with respect to race,
ethnicity, national origin, color, sex, sexual
orientation, gender identity or expression,
age, marital status, political belief, religion,
immigration status, and mental or physical
disability.
Finally, the NASW (2008) Code of Ethics
reemphasizes the importance of cultural
competence in Section 6: Social Workers’
Ethical Responsibilities to the Broader Society.
6.04 Social and Political Action
䡲 Social workers should act to expand choice
and opportunity for all people, with special
regard for vulnerable, disadvantaged,
oppressed, and exploited people and groups.
䡲 Social workers should promote conditions
that encourage respect for cultural and social
diversity within the United States and
globally.
䡲 Social workers should promote policies and
practices that demonstrate respect for
difference, support the expansion of cultural
knowledge and resources, advocate for
programs and institutions that demonstrate
cultural competence, and promote policies
that safeguard the rights of and confirm
equity and social justice for all people. Social
workers should act to prevent and eliminate
domination of, exploitation of, and
discrimination against any person, group, or
class on the basis of race, ethnicity, national
origin, color, sex, sexual orientation, gender
identity or expression, age, marital status,
political belief, religion, immigration status,
or mental or physical disability.
䡲 Cultural competence is never fully realized,
achieved, or completed; it is a lifelong process
for social workers who will always encounter
diverse clients and new situations in their
practice. Supervisors, colleagues, and workers
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should have the expectation that cultural
competence is an ongoing learning process
integral and central to daily supervision.
Cultural Humility
For development of cultural competence
knowledge, training, acquiring, and use of skill
sets to be effective, we need to be both aware and
attentive to the dynamic quality of culture and be
committed to the practice of cultural humility.
Cultural humility is an important facet of
professional identity that encourages
self-evolvement and evolvement of self through
one’s professional life. It also includes
evolvement of the profession’s identity that
bridges social distance as well as power
differential between the social worker and client
systems (Ramanathan, 2014).
Cultural humility refers to the attitude and
practice of working with clients at the micro,
mezzo, and macro levels with a presence of
humility while learning, communicating, offering
help, and making decisions in professional
practice and settings. According to Tervalon and
Murray-Garcia (1998), “Cultural humility
incorporates a lifelong commitment to
self-evaluation and self-critique, to redressing
the power imbalances in the patient–physician
dynamic, and to developing mutually beneficial
and nonpaternalistic clinical and advocacy
partnerships with communities on behalf of
individuals and defined populations” (p. 117). As
Hook, Davis, Owen, Worthington, and Utsey
(2013) suggested, cultural humility is a way of
maintaining an interpersonal stance that is
other-oriented.
Intersectionality
Intersectionality theory (grounded in a feminist
perspective) examines forms of oppression,
discrimination, and domination as they manifest
themselves through diversity components
(Crenshaw, 1989; Hancock, 2007; Hunt, Zajicek,
Norris, & Hamilton, 2009; Viruell-Fuentes,
Miranda, & Abdulrahim, 2012). These diversity
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components include such multiple identities as
race and ethnicity, immigration, refugee and
tribal status, religion and spirituality, sexual
orientation, gender identity and expression,
social class, and mental or physical disabilities.
An intersectionality approach to social work
practice at the micro, mezzo, and macro levels
includes integrating the various diversity
components and identities and approaching
practice from a holistic point of view. For
example, a social worker would approach a
first-generation client in the context of the
client’s family and with recognition of the
person’s race and ethnicity, religion and spiritual
expression, social class, sexual orientation,
abilities, and other factors. Intersectionality
theory is reinforced by critical race theory and
social systems theory, emphasizing human
behavior in the social environments. Thus,
intersectionality perspective provides a
comprehensive approach with a commitment to
social justice and captures transactions in the
PIE configuration that form the common base
for social work knowledge and practice.
Goals and Objectives
These standards provide focus for the
development of culturally competent social
work practice. These standards provide
guidance to social workers in all areas of social
work practice in responding effectively to
culture and cultural diversity in policy and
practice settings.
These standards, revised in 2015, incorporate
updated literature in culturally competent
practice. These revised standards are intended
to be inclusive of all populations served and
focused on self-awareness, cultural humility, and
the dynamics of power and privilege. Cultural
humility, which is integral to culturally
competent practice, is described and highlighted
in this revision of the standards.
17
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The specific goals of the standards are to
䡲 enhance knowledge, skills, and values in
practice and policy development relative to
culturally diverse populations
䡲 articulate specific standards to guide growth,
learning, and assessment in the area of
cultural competence
䡲 establish indicators so that social workers in
all areas of practice can monitor and evaluate
culturally competent practice and policies in
relationship to these standards
䡲 educate consumers, governmental regulatory
bodies, insurance carriers, and others about
the profession’s standards for culturally
competent practice
䡲 maintain or improve the quality of culturally
competent services provided by social workers
in agencies, programs, and private practice
settings
䡲 inform specific ethical guidelines for
culturally competent social work practice in
agency and private practice settings
䡲 document standards for agencies, peer review
committees, state regulatory bodies, insurance
carriers, and others.
18
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Standards and Indicators for Cultural
Competence in Social Work Practice
Standard 1. Ethics and Values
Social workers shall function in accordance with
the values, ethics, and standards of the NASW
(2008) Code of Ethics. Cultural competence
requires self-awareness, cultural humility, and
the commitment to understanding and
embracing culture as central to effective practice.
Interpretation
A major characteristic of a profession is its ability
to establish ethical standards to help professionals
identify ethical issues in practice and to guide
them in determining what is ethically acceptable
and unacceptable behavior (Reamer, 1998). The
NASW (2008) Code of Ethics speaks directly to
cultural competence in section 1.05, Cultural
Competence and Social Diversity. The Code of
Ethics includes a mission statement, which sets
forth several key elements in social work
practice, mainly the social workers’ commitment
to enhancing human well-being and helping
meet basic human needs of all people; client
empowerment; service to people who are
vulnerable and oppressed; focus on individual
well-being in a social context; promotion of
social justice and social change; and sensitivity to
cultural and ethnic diversity. Social workers
clearly have an ethical responsibility to be
culturally competent. The NASW (2008) Code
of Ethics also identifies service, social justice,
dignity and worth of the person, the importance
of human relationships, integrity, and
competence—all values that provide a
foundation for culturally competent practice.
Regarding cultural competence the NASW
(2008) Code of Ethics states,
䡲 Social workers should understand culture and
its function in human behavior and society,
recognizing the strengths that exist in all
cultures.
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䡲
Social workers should have a knowledge base of
their clients’ cultures and be able to demonstrate
competence in the provision of services that
are sensitive to clients’ cultures and to
differences among people and cultural groups.
䡲 Social workers should obtain education about
and seek to understand the nature of social
diversity and oppression with respect to race,
ethnicity, national origin, color, sex, sexual
orientation, gender identity or expression,
age, marital status, political belief, religion,
immigration status, and mental or physical
disability.
The term “cultural humility” (Terv
al
on &
Murray-
Garcia, 1998) has been introduced in
these standards to underscore its importance in
culturally competent practice. In relationship to
child welfare practice, Ortega and Faller (2011)
described a cultural humility perspective as one
that “encourages workers to take into account an
individual’s multiple identities and the ways in
which their social experiences impact their
worldview, particularly as it related to their
expression of their culture. This perspective has
the benefit of placing the worker in a learning
mode as opposed to maintaining power, control
and authority in the working relationship,
especially over cultural experiences about which
the client is far more knowledgeable” (p. 33). The
practice of cultural humility provides greater focus
on the role of the social worker as learner and
listener, empowering clients as “expert” in their
own lives. In this context, cultural humility is
viewed as both a value and practice.
Culture may affect how individuals cope with
problems and interact with each other. What is
assessed as behaviorally appropriate in one culture
may be assessed as problematic in another.
Accepted practice in one culture may be prohibited
in another. To fully understand and appreciate
these differences, social workers must be
familiar
with varying cultural traditions and norms.
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Clients’ cultural backgrounds may affect their
help-seeking behaviors. The ways in which
social services are planned and implemented
must be culturally sensitive and responsive to
client needs to be effective. Cultural competence
builds on the profession’s ethics and values
relative to self-determination and individual
dignity and worth and embraces the practices of
inclusion, tolerance, cultural humility, and
respect for culture and diversity, broadly
defined. Social workers are required to address
the struggle with ethical dilemmas arising from
value conflicts or special needs of marginalized
clients (such as helping clients enroll in
mandated training or mental health services that
are culturally insensitive). Cultural competence
requires social workers to recognize the
strengths that exist in all cultures while
renouncing cultural practices that violate human
rights and dignity. For example, some cultures
subjugate women, oppress people based on
sexual orientation, or value the use of corporal
punishment and the death penalty. Cultural
competence in social work practice must be
informed by and applied within the context of
NASW’s Code of Ethics and the United Nations
Declaration of Human Rights.
Indicators
Culturally competent social workers shall
demonstrate
1. knowledge and practice of the NASW Code
of Ethics
2. understanding of cultural humility as integral
to client self-determination and worker
self-awareness
3.
commitment to social justice and human rights
4. ability to describe and negotiate areas of
conflict and congruity between their personal
and professional values and those of other
cultures.
5. ability to recognize the convergence and
disparity between the values and practices of
the dominant society and the values and
practices of the historically oppressed,
underrepresented, and underserved populations
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6. respect for cultural differences and
affirmation of cultural strengths
7. capacities to manage and effectively negotiate
the ethical dilemmas encountered in work
with marginalized groups in relation to
䡲 boundaries
䡲 conflicts in values and expectations
䡲 power and privilege
䡲 norms of behavior
䡲 styles of advocacy
䡲 diverse values and beliefs
䡲 dual relationships
䡲 styles of conflict management.
Standard 2. Self-Awareness
Social workers shall demonstrate an appreciation
of their own cultural identities and those of
others. Social workers must also be aware of
their own privilege and power and must
acknowledge the impact of this privilege and
power in their work with and on behalf of
clients. Social workers will also demonstrate
cultural humility and sensitivity to the dynamics
of power and privilege in all areas of social work.
Interpretation
Cultural competence requires social workers to
examine their own cultural backgrounds and
identities to increase awareness of personal
assumptions, values, stereotypes, and biases. The
workers’ self-awareness of their own cultural
identities is as fundamental to practice as their
informed assumptions about clients’ cultural
backgrounds and experiences. This awareness of
personal values, beliefs, stereotypes, and biases
informs their practice and influences relationships
with clients. Social workers must also be aware
of occupying a role of privilege and power by
the nature of their professional role and cultural
identities and must acknowledge the impact of
this privilege and power on oppressed populations.
Cultural competence includes knowing and
acknowledging how fears, ignorance, and the
“isms” (for example, racism, sexism,
ethnocentrism, heterosexism, homophobia,
cissexism, ageism, ableism, xenophobia, classism,
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among others) have influenced their attitudes,
beliefs, and feelings.
Social workers need to be able to move from
being aware of their own cultural heritage to
becoming aware of the cultural heritage of
others. This cultural awareness enables them to
value and celebrate differences in others as well
as to demonstrate comfort with cultural
differences. Although they strive to obtain the
knowledge and skills necessary to serve a
multicultural clientele, they have an awareness
of personal and professional limitations that may
warrant the referral of a client to another social
worker or organization that can best meet the
clients’ needs. Self-awareness and self-reflection
also helps in understanding the process of
cultural identity formation and helps guard
against stereotyping. As one develops
understanding of the diversity within one’s own
cultural groups, one can be more open to the
diversity within other groups.
The development of cultural competence
requires social workers to move from cultural
awareness to cultural sensitivity and to evaluate
growth and development throughout these
different levels of cultural competence in practice.
Self-awareness becomes the basis for professional
development and should be supported by
professional supervision and organizational
administration. Administrators and public policy
advocates also need to develop strategies to reduce
their own biases and expand their self-awareness.
Indicators
Culturally competent social workers shall
1. examine and describe their cultural identities,
to increase awareness of assumptions, values,
beliefs, stereotypes, and biases, and to recognize
how these affect services, and influence
relationships and interactions with clients.
2. identify how their own knowledge, fears, and
“isms” (such as racism, sexism, ethnocentrism,
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heterosexism, homophobia, cissexism, ageism,
ableism, xenophobia, and classism) influence
their attitudes, beliefs, and feelings
3. develop and apply strategies to inform and
change their detrimental attitudes, beliefs,
and feelings
4. demonstrate an awareness of personal or
professional limitations that may warrant the
referral of a client or organization to another
resource that can better meet the client’s
needs, along with the skills to make such
referrals effectively
5. demonstrate comfort with self- and
other-awareness about different cultural
customs and views of the world
6. use relationships with supervisors, mentors,
and colleagues to enrich self-awareness and
self-reflection
7. practice cultural humility to balance the
dynamics of power and privilege inherent in
the social work position and the practitioner’s
multifaceted cultural identity.
Standard 3. Cross-Cultural Knowledge
Social workers shall possess and continue to
develop specialized knowledge and understanding
that is inclusive of, but not limited to, the history,
traditions, values, family systems, and artistic
expressions such as race and ethnicity; immigration
and refugee status; tribal groups; religion and
spirituality; sexual orientation; gender identity
or expression; social class; and mental or
physical abilities of various cultural groups.
Interpretation
Culture is a universal phenomenon, and everyone
is part of multiple cultures. Cultural education
begins with social workers understanding their
own roots and cultures, and with such a sense of
grounded identity, they can learn and value
others. To have a grounded understanding of
diversity, awareness of global interdependence is
critical, whether the social worker is engaged in
social work assessment, intervention, or
evaluation. To be effective social work
practitioners, educators, policymakers,
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administrators, and researchers, there is a need
to focus on cultural awareness as well as cross-
cultural transactions. Unprecedented movement
of people across the globe, globalization of
labor, and concerted attention to educational
exchanges to prepare practitioners for an
interdependent world increases the importance
of cultural competence and
cross-cultural
knowledge
(Link & Ramanathan,
2011). This
global interdependence is an integral part of the
multicultural knowledge base of social workers.
Cultural competence is dynamic and requires
frequent learning, unlearning, and relearning
about diversity. Social workers need to expand
their cultural religious traditions, spiritual belief
systems, knowledge, and expertise by expanding
their understanding of the following areas: “the
impact of culture on behavior, attitudes, and
values; the help-seeking behaviors of diverse
client groups; the role of language, speech
patterns, religious traditions, spiritual belief
systems, and communication styles of various
client groups in the communities served; the
impact of social service policies on various client
groups; the resources (agencies, people, informal
helping networks, and research) that can be used
on behalf of diverse client groups; the ways that
professional values may conflict with or
accommodate the needs of diverse client groups;
and the power relationships in the community,
agencies, or institutions and their impact on
diverse client groups” (Gallegos, 1982, pp. 7–8).
Cultural competence refers to social workers’
ability to identify their own affiliations to
culture and recognize and respect differing
traditions of culture in others in ways that
influence styles of communication and
expressions of respect. Recognition of and
respect for others’ cultural traditions implies
deep understanding of the intrapersonal layers
that are built through cultural heritage and
norms of behavior. People in parallel cultures
may not share norms, and caution is advised
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because the word “normal” could become a trap
for judging others (Link & Ramanathan, 2011).
Naturally, to have this frame of reference will
require that we approach this understanding
with cultural humility.
Social workers need to possess specific
knowledge about the culture of the providers
and client groups with whom they work. This
includes, among other considerations, historical
experiences, religious traditions, spiritual belief
systems, individual and group oppression,
adjustment styles, socioeconomic backgrounds,
life processes, learning styles, worldviews and
specific cultural customs and practices,
definitions of and beliefs about wellness and
illness or normality and abnormality, and ways
of delivering services.
They also must seek specialized knowledge
about domestic and global social, cultural, and
political systems. Knowledge of how the systems
operate and how they serve or fail to serve
specific client groups is important. This includes
knowledge of institutional barriers that prevent
marginalized groups from using services.
Culturally competent social workers need to
know the limitations and strengths of current
theories, processes, and practice models, and
which have specific applicability and relevance
to the service needs of culturally, religiously, and
spiritually multicultural clientele.
Indicators
Culturally competent social workers will
1. expand their cultural knowledge, expertise,
and humility by studying
䡲 the help-seeking behaviors and pathways
of diverse client groups
䡲 the historical context of marginalized
communities
䡲 the role of language and communication
styles of various cultural groups
䡲 the impact of social policies on
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marginalized groups served
䡲 the resources such as organizations,
people, informal helping networks, and
research that can be mobilized on behalf
of various cultural groups
2. possess specific knowledge about traditional
and nontraditional providers and client
groups that they serve, including
䡲 understanding historical experiences,
immigration, resettlement patterns,
individual and group oppression,
adjustment styles,
socioeconomic
backgrounds, and life processes
䡲 learning styles, cognitive skills, worldviews,
and specific cultural concerns and practices
䡲 definitions of and beliefs about service-
related concepts such as the causation of
wellness and illness, physical and
psychological disorders, normality and
abnormality, family roles and responsibilities,
child rearing practices, birth, marriage,
death and dying, and so forth
䡲 beliefs and practices related to how care
and services should be delivered, including
diverse approaches to service delivery and
alternative healing options
䡲 factors associated with acculturation and
assimilation
3. demonstrate knowledge of the power
relationships in the community and in
institutions, and how these affect
marginalized groups
4. possess specific knowledge about U.S., global,
social, cultural, and political systems—how
they operate and how they serve or fail to
serve client groups; include knowledge about
institutional, class, cultural, and linguistic
barriers to service
5. identify the limitations and strengths of
contemporary theories and practice models
and those that have applicability and
relevance to their specific client population
6. recognize the heterogeneity within cultural
groups and similarity across cultural groups
7. describe how people within different groups
manifest privilege
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8. describe the effects that dominant and
nondominant status has on interpersonal
relations and group dynamics in the workplace
9. distinguish between intentional and
unintentional assertion of privilege related to
race, class, and other cultural factors
10. recognize the intersection of “isms” (for
example, racism with classism) and their
institutionalization
11. acknowledge the ways in which their
membership in various social groups
influences their worldview and contributes to
their own patterns of privileged behavior or
internalized oppression
12. understand the interactions of cultural systems
of the social worker, client, the service setting,
and the community
13. demonstrate cultural humility and empathy
toward clients from different cultural groups.
Standard 4. Cross-Cultural Skills
Social workers will use a broad range of skills
(micro, mezzo, and macro) and techniques that
demonstrate an understanding of and respect for
the importance of culture in practice, policy, and
research.
Interpretation
Practice in an increasingly multicultural and
globally interconnected world requires social
workers to continuously hone new skills for
practice, research, education, administration,
and policy development while enhancing the
knowledge base that informs their skills. Most
specifically, active listening, empathy, and
strengths-based interventions are essential in
culturally competent practice. In addition,
critical thinking and comfort in both asking
questions and “not knowing” open communication
and build the relationships critical to helping
clients and advancing social justice.
Cultural humility is described as a complement
to cultural competence (Ortega & Faller, 2011).
Cultural humility actively involves multicultural
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clientele in the delivery of services, research, and
policy making, thereby mitigating the
expectation that social workers should know
about all cultures. Social workers should
demonstrate the ability to work sensitively and
effectively at counteracting biases based on their
own positions of power and privilege.
Skills in cross-cultural practice include the
ability to convey and communicate authenticity,
genuineness, empathy, and warmth and to
engage culturally relevant community resources.
Engaging the client in finding solutions requires
the flexibility to consider what is best for the
client. Second-language acquisition and expertise
are included here as cross-cultural skills.
Furthermore, social workers should demonstrate
the ability to critique and assess policies and
research for cultural appropriateness, sensitivity,
relevance, and inclusiveness, to ensure that
outcomes benefit client groups or populations.
This includes engaging client groups in the
design of policy and research.
More specifically, social workers with
cross-cultural skills
䡲 work with people and groups of different
cultures, taking responsibility for learning
about differences and recognizing the
multiple identities that are inherent in
understanding people and their cultural
contexts
䡲 assess the cultural context for clients and
client groups, encouraging open discussion of
difference while maintaining a stance of
curiosity and openness to learning
䡲 respond skillfully to cultural bias in both
themselves and others
䡲 practice interview techniques that appreciate
the role of diverse languages and meanings in
the client’s culture
䡲 demonstrate sensitivity to challenges in the
use of interpreters and translated materials
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䡲 conduct culturally effective assessments and
culturally appropriate intervention plans,
collaborating with and empowering clients by
soliciting and prioritizing their perspectives
and service goals
䡲 select and develop appropriate methods, skills,
and techniques that are attuned to their
clients’ cultural, bicultural, or marginal
experiences in their environments
䡲 recognize the verbal and nonverbal
communication skills of marginalized clients
and groups and respond in culturally
empathic ways
䡲 understand the interaction of the cultural
systems of the social worker, the client, the
particular organizational setting, and the
community
䡲 effectively use clients’ natural support systems
in resolving problems—for example, folk
healers, storefronts, religious and spiritual
leaders, families of choice, and other
community resources
䡲 demonstrate advocacy and empowerment
skills in work with clients, recognizing and
combating the isms, stereotypes, and myths
held by individuals and institutions
䡲 identify service delivery systems or models
that are appropriate to the client population
of focus and make appropriate referrals when
indicated
䡲 consult with supervisors and colleagues for
feedback and monitoring of performance and
identify features of their own professional
skills that impede or enhance their culturally
competent practice
䡲 evaluate the validity and applicability of new
techniques, research, and knowledge for work
with specific client groups.
Indicators
Culturally competent social workers will
1. interact with people from a wide range of
cultures, religions, and spiritual belief systems
and take responsibility for learning what they
do not know
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2. display proficiency and comfort in discussing
cultural difference with colleagues and clients
3. demonstrate skill in conducting a comprehen-
sive assessment of clients in which culturally
normative behavior is differentiated from
potentially problematic or symptomatic
behavior
4. assess cultural strengths and challenges and
their impact on individual and group
functioning, and integrate this understanding
into intervention plans
5. select and develop appropriate methods, skills,
and techniques that are attuned to their
clients’ cultural, bicultural, multicultural, or
marginal experiences in their environments
6.
adapt and use recognized culturally appropriate
models
7. communicate effectively with clients through
language acquisition, proper use of interpreters,
professionally translated materials, verbal and
nonverbal skills, and culturally appropriate
protocols
8. advocate for the use of, and work effectively
with, interpreters who are both linguistically
and culturally competent and prepared to
work in the specified service environment
9. demonstrate cultural humility in engagement
with all clients and client groups
10. effectively engage clients’ natural support
systems in resolving problems; for example,
work with folk healers, indigenous remedies,
religious leaders, friends, family, and other
community residents and organizations
11. use empowerment skills in their work with
clients
12. identify features of their own professional
style that impede or enhance their culturally
effective practice and consult with supervisors
and colleagues for feedback and monitoring
of performance and learning needs
13. conduct supervision and other professional
responsibilities with cultural humility and
sensitivity to culture, language, and difference
14. convey empathy, curiosity, and a willingness
to learn.
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Standard 5. Service Delivery
Social workers shall be knowledgeable about
and skillful in the use of services, resources, and
institutions and be available to serve multicultural
communities. They shall be able to make
culturally appropriate referrals within both
formal and informal networks and shall be
cognizant of, and work to address, service gaps
affecting specific cultural groups.
Interpretation
Organizations need to support the evaluation of
culturally appropriate service delivery models
and setting standards for cultural competence.
Culturally competent social workers need to be
vigilant about the dynamics that result from
cultural differences and similarities between
workers and clients. This includes monitoring
cultural competence among social workers
(agency evaluations, supervision, in-service
training, and feedback from clients).
Social workers need to detect and prevent
exclusion of underserved clients from service
opportunities and seek to create opportunities
for clients, matching their needs with culturally
appropriate service delivery systems or adapting
services to better meet the culturally unique
needs of clients. Furthermore, they need to
foster policies and procedures that help ensure
access to care and accommodate varying cultural
beliefs.
Direct practitioners, policymakers, and
administrators should
䡲 recruit and retain multicultural staff and
include cultural competence and cultural
humility as requirements in job descriptions
and performance and promotion measures
䡲
review the current and emergent demographic
trends for the geographic area served by the
organization to determine service needs and
requirements for interpretation services
䡲 integrate and create (or advocate for the
creation of ) service delivery systems or
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models that are more appropriate to targeted
clients who are underserved
䡲 include clients and constituents as major
stakeholders in the development of service
delivery systems and policy and research
agendas
䡲 ensure that program design is reflective of the
cultural heritage of clients and families using
the service
䡲 attend to social issues (for example, housing,
education, policing, and social justice) that
concern clients or constituents
䡲 confront staff remarks that demean the
culture of clients, constituents, and colleagues
䡲 support the inclusion of cultural competence
standards in accreditation, organizational
policies, and licensing and certification
examinations
䡲 develop staffing plans that reflect target
populations served and those populations the
agency wishes to serve (for example, hiring,
position descriptions, performance evaluations,
training)
䡲 develop performance measures to assess
culturally competent practice
䡲 engage client groups in the development of
research and intervention protocols.
Indicators
Culturally competent social workers will
1. identify the formal and informal resources in
the community, describe their strengths and
weaknesses, and facilitate referrals as
indicated, tailored to the culturally relevant
needs of clients and client groups
2. advocate for and promote efforts to create
culturally competent services and programs by
䡲 recruiting multicultural staff and including
cultural competence requirements in job
descriptions and measures of performance
and promotion
䡲 reviewing current and emergent
demographic trends for the geographic
area served by the organization to determine
needs for the provision of interpretation or
other culturally relevant services
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䡲 integrating and creating service delivery
systems or models that are appropriate to
targeted client populations or advocate for
the development and implementation of
such services
䡲 including clients as major stakeholders in
the selection, decision making, and
evaluation of service delivery systems
䡲 ensuring that program design reflects the
culture of clients and families using the
service
䡲 attending to social issues (for example,
housing, education, policing, and social
justice) that concern clients and
constituents of diverse backgrounds
䡲 using effective strategies for confronting
staff remarks that insult or demean clients
and their culture
䡲 supporting the inclusion of cultural
competence standards in accreditation
bodies and organizational policies as well
as in licensing and certification examinations
䡲 developing staffing plans that reflect the
targeted client population (for example,
hiring, position descriptions, performance
evaluations, training)
䡲 developing performance measures to assess
culturally competent practice
䡲 supporting participation of client groups in
the development of research and
intervention protocols
3. building culturally competent organizations
through the following policies and practices:
䡲 an administrative mission and purpose that
embodies cultural competence and cultural
humility in the values, goals, and practices
䡲 effective recruitment of multilingual and
multicultural staff
䡲 sensitivity to and respect for cultural and
religious calendars as they relate to our
employees and people served
䡲 staff composition reflecting the diversity of
the client population
䡲 service planning strategy that includes an
assessment/analysis of the client
demographics compared with the
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demographic trends of the service
community
䡲 expanded service capacity to improve the
breadth and depth of services to a greater
variety of cultural groups
䡲 meaningful inclusion of clients and
community members representing relevant
cultural groups in decision-making and
advisory governance entities, program
planning, program evaluation, and
research endeavors
䡲 physical surroundings designed and
decorated in a manner that is welcoming
to the diverse cultural groups served
䡲 engagement in advocacy to improve social
issues relevant to targeted client groups
䡲 a work climate that addresses workforce
diversity challenges and promotes respect
for clients and colleagues of different
backgrounds
䡲 advocacy for culturally competent policies
and procedures from accrediting,
licensing, and certification bodies and
contracting agencies
䡲
inclusion of cultural competence and cultural
humility in job descriptions, performance
evaluations, promotions, and training.
Standard 6. Empowerment and Advocacy
Social workers shall be aware of the impact of
social systems, policies, practices, and programs
on multicultural client populations, advocating
for, with, and on behalf of multicultural clients
and client populations whenever appropriate.
Social workers should also participate in the
development and implementation of policies
and practices that empower and advocate for
marginalized and oppressed populations.
Interpretation
Culturally competent social workers should be
aware of and take action to confront and change
the deleterious effects of bias, fears, and isms,
including, but not limited to, racism, sexism,
ethnocentrism, heterosexism, homophobia,
cissexism, ageism, ableism, xenophobia, classism,
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and other forms of oppression on clients’ lives.
Social advocacy and social action should be
directed at empowering marginalized clients and
strengthening communities. Social workers
should advocate for anti-isms and social justice
when colleagues and clients express biases and
stereotypes based on culture.
Empowerment has been defined as an
intervention, a skill, and a process. Hegar and
Hunzeker (1988) and McDermott (1989)
described empowerment as an effective
intervention with oppressed populations.
Pinderhughes (1983) defined empowerment as
an individual feeling of increased power and the
capacity to influence forces that affect a person.
Empowerment refers to enhancing a client’s
ability to do for himself or herself. Empowerment
is closely related to advocacy. When engaging in
advocacy, social workers must be careful not to
impose their values on clients and must seek to
understand what clients mean by advocacy.
Respectful collaboration needs to take place to
promote mutually agreed-on goals for change.
Social workers need commitment and skill to
advocate for and with clients against conscious
and unconscious devaluation of cultural
experiences related to difference, oppression,
power, and privilege domestically and globally.
The empowerment tradition in social work
practice suggests a promotion of the combined
goals of consciousness raising, education,
self-awareness, and the development of a sense
of personal power and skills while working
toward social change. Best practice views this as
a process and outcome of the empowerment
perspective (Gutiérrez, 1990; Simon, 1994).
Social workers using this standard will apply an
ecosystems perspective and a strengths
orientation in practice and policy development.
This means that in describing client needs,
workers consider client situations as transitory
challenges rather than fixed problems.
According to Gutiérrez and Lewis (1999),
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empowerment is a model for practice, a
perspective, and a set of skills and techniques.
Culturally competent social workers reflect
these concepts in their practice.
Indicators
Culturally competent social workers will
1. advocate for public policies that respect the
strengths, cultural values, norms, and
behaviors of multicultural groups and
communities
2. advocate for policies that address social
injustice and institutionalized isms
3. select appropriate strategies to intervene with
colleagues, collaborating partners, and
institutional representatives, helping them
examine their levels of awareness and the
consequences of fears and isms, such as
exclusionary behaviors or oppressive policies, by
䡲 assessing dominant group members’ level
of readiness for feedback and intervention
䡲 adopting strategies including developing
allies, education, dialogue, increased
intergroup contact, or social action
䡲 participating in antidiscriminatory
activities and social action to better
empower diverse clients and communities
at the local, state, and national levels
4. use practice approaches that help clients
facilitate a connection with their own power
in a manner that is appropriate for their
cultural contexts
5. provide support to marginalized cultural
groups who are advocating on their own behalf
6. partner, collaborate, and ally with client
groups in advocacy efforts
7. work to increase each client group’s skills and
sense of self-efficacy as social change agents
8. demonstrate intentional effort to ensure that
they do not impose their own personal values
in practice
9. respect and foster client rights to
self-determination.
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Standard 7. Diverse Workforce
Social workers shall support and advocate for
recruitment, admissions and hiring, and retention
efforts in social work programs and organizations
to ensure diversity within the profession.
Interpretation
Increasing cultural competence within the
profession requires recruitment and retention of
a multicultural cadre of social workers, many of
whom would bring some “indigenous” cultural
competence to the profession as well as
demonstrated efforts to increase avenues for the
acquisition of culturally competent skills by all
social workers. Cultural diversity should be
evident within all organizational levels, and not
just among direct practitioners.
The social work profession has espoused a
commitment to diversity, inclusion, and
affirmative action. However, available statistics
indicate that in the United States social workers
are predominantly white and female (86.0
percent), 8 percent are African American, 3
percent are Latinas, and 3 percent identify as
other (NASW, Center for Workforce Studies
[CFWS], 2006a); male social workers are 85
percent white, 8 percent African American, 5
percent Latino, and 2 percent other (NASW,
CFSW, 2006b).
The proportion of people of color has increased
in NASW’s membership over a period of several
years: 8.5 percent identify themselves as African
American; Hispanics, including Mexican
Americans, Puerto Ricans, and other Hispanic
groups, constitute about 4.5 percent of the
membership; Asians and Pacific Islanders 1.9
percent; and American Indians/First Nations
People 0.5 percent (personal communication
with T. Chang, database administrator, NASW,
Washington, DC, March 16, 2015).
Major demographic shifts in the U.S. population
“will affect the social work workforce, their
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39
clients, agencies, organizations, communities
and service delivery systems” (NASW, CFSW,
2011, p. 1). Social work client populations are
more diverse than the social work profession
itself. In many instances, services to clients are
targeted to marginalized communities and
special populations, groups that typically include
disproportionately high numbers of people of
color, older adults, people with disabilities, and
clients of lower socioeconomic status.
The discrepancy between the social work labor
force racial and ethnic makeup and the changing
demographics of the populations they serve
guided the profession to respond to the need for
social workers to increase cultural competence
(Gibelman, 2005; Whitaker, Weismiller, Clark,
& Wilson, 2006). To meet this identified need
for increased diversity in the workforce, the
federal government has taken steps through the
funding of education and training programs for
health and mental health workers, including
social workers from communities of color (U.S.
Department of Health and Human Services,
Health Resources and Services Administration,
Bureau of Health Workforce, National Center
for Health Workforce Analysis [HRSA], 2015).
Aligning workforce demographics to client
populations can be an effective strategy for
bridging cultural differences between social
workers and clients, although it cannot be the
only strategy. The assumption is that individuals
of similar backgrounds can understand each
other better and communicate more effectively
(Jackson & López, 1999). Yet an equally
compelling fact is that “the majority of clinicians
from the mainstream dominant culture will
routinely provide care for large numbers of
patients of diverse ethnic and/or cultural
backgrounds. Clearly, increasing the numbers of
culturally diverse social workers is not sufficient.
Even these professionals will need to be able to
provide care for patients who are not like
themselves” (Jackson & López, 1999, p. 4). In
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addition, culturally competent social workers
who bring knowledge or special language skills
to the profession, like bicultural or bilingual
skills, are entitled to professional equity and
should not be exploited for their expertise but
should be appropriately compensated for skills
that enhance the delivery of services to clients.
Indicators
Culturally competent social workers will
1. advocate for and support human resource
policies and procedures that ensure diversity
and inclusion within their organization
2. work to achieve a multicultural workforce
throughout all levels of the organization that
reflects the demographics of both the
population served and other potential clientele
3. advocate for and support policies that assure
equity and appropriate compensations for
social workers who bring special skills or
knowledge to the profession, such as
bicultural or bilingual skills
4. advocate for and support recruitment and
retention and promotion strategies that
increase the diversity within the profession
through social work programs and schools of
social work
5. promote and maintain the expectation that all
staff, regardless of cultural membership,
continuously engage in the process of
improving cultural competency and the
capacity to serve a variety of populations.
Culturally competent organizations will
1. develop and implement organizational
policies, procedures, and practices that
support staff multiculturalism at all levels of
the organization
2. develop and implement policies, procedures,
and practices that effectively address the
dynamics of a multicultural workforce
3. regularly monitor the extent to which their
management and staff composition reflect the
diversity of the client population and the
community
4. review organizational selection and hiring
40
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41
policies for inclusion and inadvertent exclusion
of the underrepresented, underserved, and
oppressed cultural groups and the community
5. regularly monitor and take remedial action as
needed to ensure that all client groups can
access services and communicate in their
preferred language by
䡲 actively recruiting and seeking to retain
multilingual staff who are qualified to
perform their work tasks in the indicated
language(s)
䡲
providing “second language” and certification
courses and testing to existing staff
䡲 providing appropriate compensations for
social workers who bring special language
skill or knowledge to the profession, such
as bicultural or bilingual skills
6. include cultural competence as a requirement
for job performance, by including it in job
descriptions, performance evaluations,
promotions, and training
7. foster a work climate, through formal and
informal means, that addresses workforce
diversity challenges and promotes respect for
groups, communities, clients, and colleagues
of different backgrounds
8. establish cultural norms of
䡲 openness and respect for discussion of
situations in which insensitive or
exclusionary behaviors were experienced
䡲 intolerance of bias, discrimination, and
marginalization within the organization
and among colleagues.
Standard 8. Professional Education
Social workers shall advocate for, develop, and
participate in professional education and training
programs that advance cultural competence within
the profession. Social workers should embrace
cultural competence as a focus of lifelong learning.
Interpretation
Cultural competence is a vital link between the
theoretical and practice knowledge base that
defines social work expertise. Social work is a
practice-oriented profession, and social work
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42
education and training need to remain current
while anticipating future changes in professional
practice, which includes the changing needs of
multicultural client populations. Diversity and
cultural competence need to be addressed in
social work curricula and practice, and viewed as
relevant to faculty, staff appointments, and
research agendas.
The social work profession continues to take
steps to ensure that cultural competence is a
core component of social work education,
training, and practice and to engage in research
and scholarship that focus on culturally
competent practice among social workers. This
includes undergraduate, master’s, and doctoral
programs in social work as well as post-master’s
training, continuing education, and meetings of
the profession. Practice settings should be
encouraged to provide in-service training and
other continuing education opportunities
focused on cultural competence to staff.
In addition, the NASW (2008) Code of Ethics
clearly states, “Social workers who provide
supervision and consultation are responsible for
setting clear, appropriate, and culturally sensitive
boundaries” (p. 14). This highlights the
importance of providing culturally sensitive
supervision and field instruction, as well as the
pivotal role of supervisors and field instructors
in promoting culturally competent practice
among workers and students.
Educational content for professional practice
and licensing should prepare social workers for
culturally competent practice across the full
spectrum of social work practice roles—direct
practice, supervision, administration, policy,
education, and research.
Indicators
Culturally competent social workers will
1. include cultural competence content as an
ongoing part of their professional development
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43
2. promote professional education that advances
cultural competence within the profession
3. advocate for the infusion and integration of
cultural competence in social work curricula
and research at the BSW, MSW, and PhD levels
4. encourage and conduct research that develops
conceptual, theoretical, and practice skills to
enhance practice at all levels
5. advocate for professional education on social
justice and inclusion
6. educate staff in cross-cultural skills and
techniques for resolving conflicts that emerge
from differences in communication, customs,
values, norms, and behaviors between staff
and the clients served.
Culturally competent organizations will
1. provide ongoing training, leadership, and
support for improving cultural competence to
all employees, including top management,
middle management, immediate supervisors,
direct staff, and administrative/custodial staff
2. resolve cultural conflicts between staff and the
clients served and among employees
3. teach skills to conduct evaluation research to
ensure effectiveness in serving and engaging
with multicultural client groups
4. determine the demographics of their service
area and assess potential service utilization
gaps of underserved client groups in the
geographic area.
Standard 9. Language and Communication
Social workers shall provide and advocate for
effective communication with clients of all
cultural groups, including people of limited
English proficiency or low literacy skills, people
who are blind or have low vision, people who
are deaf or hard of hearing, and people with
disabilities (Goode & Jones, 2009).
Interpretation
Social workers should accept each individual in
totality and ensure access to needed services.
Language is a source and an extension of
personal identity and culture and, therefore, is
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one way that individuals interact with others in
their families and communities and across
different cultural groups. Individuals and groups
have a right to use their preferred language.
Linguistic diversity is a resource for society, and
as such, should be preserved and promoted. The
essence of the social work profession is to promote
social justice and eliminate discrimination and
oppression based on linguistic or other diversities.
Title VI of the Civil Rights Act of 1964,
Executive Order 13166 is titled “Improving
Access to Services for Persons with Limited
English Proficiency.” The Executive Order,
signed in August of 2000, “requires Federal
agencies to examine the services they provide,
identify any need for services to those with
limited English proficiency (LEP), and develop
and implement a system to provide those
services so LEP persons can have meaningful
access to them. It is expected that agency plans
will provide for such meaningful access
consistent with, and without unduly burdening,
the fundamental mission of the agency. The
Executive Order also requires that the Federal
agencies work to ensure that recipients of
Federal financial assistance provide meaningful
access to their LEP applicants and beneficiaries”
(LEP.gov, 2015).
Organizations and social work practitioners who
receive federal funds are therefore required to
facilitate quality language access at no charge to
the consumer. Organizations may neither
discriminate nor use methods of administering
services that may subject individuals to
discrimination. Organizations and social work
practitioners are expected to take reasonable
steps to provide services and information in
appropriate languages, other than English, to
ensure that people with LEP are informed and
can effectively participate in and benefit from
their programs. Similarly, the Americans with
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Disabilities Act requires communication
accommodation for people with disabilities.
It is the responsibility of both social workers and
organizations to provide services in each client’s
preferred language or to seek the assistance of
professional interpreters. Social workers need to
communicate respectfully and effectively with
clients from different cultural and linguistic
backgrounds. It is advantageous if the worker
speaks the client’s preferred language with the
proficiency required for specific interaction one
is having (for example, the language skill is
different for casual conversation as compared
with psychotherapy). Professional interpreters
(for example, certified or registered sign language
interpreters) should be used. Interpreters should
be treated as members of the services provision
team and offered orientation and training for
the type of setting and services that are being
provided (for example, health, legal, mental
health, child welfare).
Such orientation and training would include
guidelines regarding specialized terms and
concepts, confidentiality, interpreter–client
relationships, and social work ethics that may
reinforce the interpreters’ own professional ethics.
Written communication should be provided in
the language and at the literacy level appropriate
for the intended audience. Priority should be
given to legal documents (for example, consent
for treatment), informational and educational
materials, and public awareness campaigns.
Materials should be created in the appropriate
language or translated by people with the
knowledge and skills relevant to the organizational
context, understanding of variations within a
language (for example, multiple variations of
Spanish based on national origin and region)
and literacy level. Literacy level in English is a
factor that should be accounted for in the
development of any correspondence or written
materials (Goode & Jones, 2009).
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Indicators
Culturally competent social workers will
1. demonstrate an understanding that language
is part of the social identity of a person
2.
advocate for rights of individuals and groups to
receive resources in their preferred language
3. provide and advocate for written and oral
information, referrals, and services in the
person’s preferred language
4. provide jargon-free, easy-to-read material
5. use descriptive and graphic representations
(for example, pictures, symbol formats) for
individuals with LEP or with limited literacy
6. advocate for the preservation and appreciation
of linguistic diversity among clients
7. provide and advocate for reasonable
accommodations of clients’ linguistic needs,
including professional interpreters,
professionally translated materials, assistive
devices, and alternate communication strategies
8. improve their own ability to speak, read,
write, and understand the languages and
dialects of their clients without attempting to
engage in dialogue that is beyond their own
skill level
9. check to ensure accurate communication,
realizing that there can be significant
variations of word usage and colloquialisms
within the same language family based on
nationality or region
10. prepare themselves to work effectively with
professional interpreters and translators:
䡲 attend workshops
䡲 seek consultation from interpretation
services
䡲 become familiar with standards for
professional interpretation and translation
䡲 become familiar with techniques of
translation
䡲 develop or advocate for appropriate
organizational policies that support the
effective use of standards for professional
interpretation and translation
䡲 support the effective use of and orientation
and training for interpreters and translators.
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Standard 10. Leadership to Advance Cultural
Competence
Social workers shall be change agents who
demonstrate the leadership skills to work
effectively with multicultural groups in agencies,
organizational settings, and communities. Social
workers should also demonstrate responsibility
for advancing cultural competence within and
beyond their organizations, helping to challenge
structural and institutional oppression and build
and sustain diverse and inclusive institutions and
communities.
Interpretation
Leadership has been described as an “activity”
(Heifetz, 1994). Social workers should
demonstrate responsibility to advance policies
and practices related to cultural competence,
with and without formal authority. Social
workers should aspire to leadership in the service
of helping organizations become diverse and
inclusive. They should also help these
organizations recognize and eradicate policies
and practices that reflect structural and
institutional oppression.
Social workers shall demonstrate the skill to
facilitate difficult conversations that lead to
understanding, growth, and organizational
strength. They should be able to recognize,
within themselves, the ways in which their own
positions of power and privilege advance or
impede progress relative to cultural competence
in their own organizations. In areas such as
recruitment, hiring, promotion, team building,
and conflict management, social workers should
be vigilant about colluding with forces that often
reinforce a problematic status quo.
Social workers should lead by example,
demonstrating leadership, self-reflection, and
advocacy within their own organizations,
promoting culturally competent practice at all
levels of the organization. Concurrently, they
should lead by demonstrating advocacy and
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activism to confront community, local, and
societal policies and practices that reinforce the
marginalization of oppressed populations. Rank
and Hutchison (2000) identified, through a
survey of social workers, diversity skills including
sensitivity to diversity, multicultural leadership,
acceptance and tolerance, cultural competence,
and tolerance of ambiguity, core skills for
successful social work leadership.
Advocating for increasing knowledge development
about culturally competent practice with diverse
client groups is paramount to social work
leadership, as is being a change agent to address
injustices with colleagues and peers. The social
worker’s responsibility is to advance cultural
competence and social justice with clients and
within organizations, the profession, systems,
and society.
Social work leaders will understand cultural
humility and the dynamics of privilege, power,
and social justice as manifested in their own
places of work, taking responsibility to educate
others and, ultimately, advance social change
within systems, organizations, and society.
Indicators
Culturally competent social work leaders shall
1. advance and promote culturally competent
practice with clients and within organizations,
the social work profession, and communities
2. create effective multicultural work teams
3. incorporate and disseminate information on
cultural competence in professional activities
(for example, committee work, scholarship,
research) and in other appropriate arenas
4.
work
in partnership with marginalized clients
and
communities to strengthen these
communities, encouraging the use of power and
facilitating client–community empowerment
5.
advocate both within and beyond the profession
for fair and equitable treatment of clients and
colleagues, especially those from marginalized
cultural groups
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6. serve in roles in which they can make a
difference in advancing multiculturalism
inclusion and cultural competence
7. develop the skill and confidence to engage in
and facilitate difficult conversations about
cultural differences
8. recognize and respect the strengths and
differences in professional and personal
relationships with others
9. address resistance to the adoption of
culturally competent practice
10. engage colleagues in the identification and
implementation of strategies that strengthen
and sustain inclusive multicultural organizations
11. mobilize colleagues, clients, and organizations
to address injustice, bias, and isms on all levels
12. advocate for multicultural membership on
state regulatory and licensing boards for the
social work profession.
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Acknowledgments
Thank you to the members and staff of the
National Committee on Racial and Ethnic
Diversity 1999–2001 (Standards) and 2002–2006
(Indicators), who developed the first editions of
the NASW Standards for Cultural Competence in
Social Work Practice (2001) and Indicators for the
Achievement of the NASW Standards for Cultural
Competence in Social Work Practice (2007).
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NATIONAL ASSOCIATION
OF SOCIAL WORKERS
750 First Street, NE
Suite 800
Washington, DC 20002-4241
202.408.8600
socialworkers.org
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