Core Performance Standards
Barry University School of Social Work is leading the way in setting ethical standards for professional growth and development.
The Core Performance Standards (CPS) adopted by the School of Social Work provides faculty and students with a set of essential standards for assessing professional conduct. Grounded in the NASW Code of Ethics as well as the core values and mission of social work, the Core Performance Standards provide ethical principles that guide social work practice where the public can hold social work practitioners, scholars, and educators accountable. These principles depict the scope of responsibility to all students who obligate themselves from the moment they enter into Barry University School of Social Work and begin their journey to becoming a social work professional.
The Core Performance Standards help students in Barry University School of Social Work to recognize their professional responsibilities and criteria for professional conduct. In order to remain in good standing in the School of Social Work, all students, as stated in the NASW Code, "must 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."
The Core Performance Standards encompass the following skill areas:
Individual judgment and conduct is consistent with established laws and the values and ethics of the social work profession as set forth in the NASW Code of Ethics.
Individual reasoning reflects a comprehensive analysis that distinguishes fact from inference; an individual's conclusions and assigned meanings are grounded in relevant data, information, and evidence.
Effective task/time management strategies guide all professional and academic responsibilities and activities.
A commitment to the process of self-reflection and self-critique assuming full responsibility to protect peers, colleagues, research participants, clients, and others from the adverse consequences of personal performance problems and behaviors.
All professional interactions reflect respect, integrity, honesty, cooperation, and collaboration as well as a clear understanding of professional role, authority, and appropriate boundaries.