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- With or without accommodation, students must enter a professional social
work educational program (BSW, MSW, PhD) possessing basic capabilities.
- “Socializing” students to the profession, both in the classroom and in
the field, is an important part
of social work education.
- Throughout their tenure in a program of study, student conduct and
“professional use of self” should be explicitly spelled out and clearly
defined as academic rather than only evaluated as a secondary
“non-academic” matter of discipline.
- Student conduct must be evaluated as observable behavior – that is, an
evaluation of demonstrated inappropriate behavior or a failure to
demonstrate appropriate behavior and NOT an assessment or an
interpretation of cause or intent.
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- Recognizing the integral relationship between professional ethics,
professional behavior and practice competency, Barry University School
of Social Work created a system of behavioral expectations that
integrates all aspects of its educational programs.
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- CORE PERFORMANCE BEHAVIORS INCLUDE:
- Ethical decision making,
- Critical thinking,
- Task management,
- Self awareness
- Professional relationships
- Communication
- These are behaviors that the School believes characterize professional
conduct in social work, and it expects students to demonstrate and
emulate these behaviors at all times during their tenure as students.
These standards constitute the system by which Barry University School
of Social Work terminates a student from a program of study.
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- Professional Ethics:
- 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.
- Critical Thinking:
- 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.
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- Task Management:
- Effective task/time management strategies guide all professional and
academic responsibilities and activities.
- Self Awareness:
- 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.
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- Professional Relationships:
- All professional interactions reflect respect, integrity, honesty,
cooperation and collaboration as well as a clear understanding of
professional role, authority and appropriate boundaries.
- Communication:
- All verbal, non verbal and written exchange of information between self,
clients, faculty, university personnel, and colleagues are in accordance
with established laws and professional standards.
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- IMPLEMENTING
- CORE PERFORMANCE STANDARDS
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- Policies and criteria need to move from reactive to proactive
- Academic criteria need to be inclusive of established developmental
timeframes and benchmarks
- Criteria need to be integrated across the curriculum and utilized as a
primary teaching tool
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- Core Performance Standards
- Core Performance Standards Agreement Form
- Core Performance Evaluation Form
- Core Performance Corrective Action Plan
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- School Faculty Policies & Procedures Manual
- Academic Advising Procedures
- SSW Online Records
- Faculty Adjunct Training Material
- Field Education Application
- Field Education Orientation Packet
- Field Advisors’ Training Material
- Field Education Manual
- Field Educators’ Training
- Undergraduate Catalog
- Graduate Catalog
- Main School Website
- Program Websites (BSW, MSW & Ph.D.)
- Admissions Application
- New Student Orientation Packet
- BSW Student Handbook
- MSW Student Handbook
- Course Syllabi
- Systemic Implementation of Core Performance Standards
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- Redesigned Field Education Course Objectives and learning contract based
on core performance standard – ethical decision making, critical
thinking, task management, self-awareness, professional relationships,
communication
- Moved from a focus on “inputs” to a focus on “outcomes” in field
evaluations
- Evaluation of student demonstrated knowledge, values, and skills in
Field Education became primary measure of program objectives and
curriculum effectiveness
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- Asks Field Educators to evaluate the quality of student performance
according to the following scale:
- 1= failing level 2= below
expected level 3= at expected level 4= above expected level 5=
outstanding level
- Please circle/mark the appropriate rating
- II. Skills of Ethical Decision Making
- The student is able to:
- 1. Recognize the salient legal and ethical dilemmas confronting social
workers in practice with individuals, families, groups and organizations
and seek appropriate consultation when necessary.
- 1 2 3 4 5
- 2. Practice within the values and ethics of the social work profession
as set forth in the NASW Code of Ethics.
- 1 2 3 4 5
- 3. Practice with an understanding and respect for the positive value of
diversity.
- 1 2 3 4 5
- 4. Identify relevant laws and professional standards in guiding
professional communication and conduct.
- 1 2 3 4 5
- 5. Recognize and reconcile the difference between personal and
professional values, understanding the reality of professional and other
sanctions.
- 1 2 3 4 5
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- BSW PROGRAM
- Field Educator Mid-term Student Evaluation
- Part A = Field Education Course Objectives
- Part B = BSW Program Objectives
- Field Education Final Student Evaluation
- Part A = Field Education Course Objectives
- Part B = BSW Program Objectives
- Graduating Student Survey – Self -Efficacy
- Part A = Field Education Course Objectives
- Part B = BSW Program Objectives
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- MSW PROGRAM – FOUNDATION YEAR
- Field Educator Mid-term Student Evaluation
- Part A = Field Education Course Objectives
- Part B = MSW Foundation Program Objectives
- Field Education Final Student Evaluation
- Part A = Field Education Course Objectives
- Part B = MSW Foundation Program Objectives
- End of Foundation Year Student Survey – Self-Efficacy
- Part A = Field Education Course Objectives
- Part B = MSW Foundation Program Objectives
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- MSW PROGRAM – CONCENTRATION YEAR
- Field Educator Mid-term Student Evaluation
- Part A = Field Education Course Objectives
- Part B = MSW Foundation + Concentration Program Objectives
- Field Education Final Student Evaluation
- Part A = Field Education Course Objectives
- Part B = MSW Foundation + Concentration Program Objectives
- MSW Graduating Student Survey – Self- Efficacy
- Part A = Field Education Course Objectives
- Part B = MSW Foundation + Concentration Program Objectives
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- CULTURAL INTERGRATION
- OF OUR
- CORE PERFORMANCE STANDARDS
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- Priming the organizational culture
- Using Standards as a teaching tool in and out of the classroom –
implicit curriculum as important as explicit
- Creating a learning environment - faculty, students, field educators,
field advisors, administrators, & staff
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- Educational Policy 2.1 – Core Competencies
- Competence-based education is an outcome performance approach to
curriculum design. Competencies are measureable practice behaviors that
are comprised of knowledge, values, and skills. The goal of the outcome approach is to
demonstrate the integration and application of the competencies in
practice with individuals, families, groups, organizations, and
communities. The ten core competencies are listed below, followed by a
description of characteristic, knowledge, values, skills, and the
resulting practice behaviors that may be used to operationalize the
curriculum and assessment methods. Programs may add competencies
consistent with their missions and goals.
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- Educational Policy 2.1—Core Competencies
- EP 2.1.1 - Identify as a professional social worker and conduct oneself
accordingly.
- EP 2.1.2 - Apply social work ethical principles to guide professional
practice.
- EP 2.1.3 - Apply critical thinking to inform and communicate
professional judgments.
- EP 2.1.4 - Engage diversity and
difference in practice.
- EP 2.1.5 - Advance human rights and social and economic justice.
- EP 2.1.6 - Engage in research-informed practice and practice-informed
research.
- EP 2.1.7 - Apply knowledge of human behavior and the social environment.
- EP 2.1.8 - Engage in policy practice to advance social and economic
well-being and to deliver effective social work services.
- EP 2.1.9 - Respond to contexts that shape practice.
- EP 2.1.10(a)–(d) - Engage, assess, intervene, and evaluate with
individuals, families, groups, organizations, and communities.
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- This notion of implicit curriculum represents a new understanding of
what the Council on Social Work Education (CSWE) considers the
curricular domain. It suggests that student learning outcomes are not
only affected by the formal course of instruction but also by policies
and procedures which govern program conduct and guide social interaction
within the educational setting. It also modifies the distinction made
above about the “what” and the “how” of the education, advancing the
prerogatives of accreditation to offer guidance and standards regarding
the administration of the educational program.
- Holloway, CSWE 2008
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Notes
