The Phylis Lan Lin Department of Social Work - University of ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
[1]
The Phylis Lan Lin Department
of Social Work
Bachelor of Social Work (BSW) Program
Student Handbook of
Policy, Practices and Procedures
2021 - 2022
Health Pavilion
1400 E. Hanna Avenue
Indianapolis, IN 46227-3697
E-Mail: socialwork@uindy.edu
Web: http://www/socialwork.uindy.edu
Call: (317) 788-5007
“If you have the ability to value the person and draw them into their own strengths and powers, their
heritage and diversity, their innate dignity even in despair, and if you have the tenacity to help them and
their neighbors achieve their highest potential, then welcome into my profession.”
–Anonymous[2] Introduction Completing an undergraduate degree involves many integrated activities, and this handbook, along with the BSW Field Manual, will be essential reference documents for you as you progress through the program. Additional information concerning University of Indianapolis policies and procedures is also available in the University of Indianapolis Academic Catalog and the Student Handbook of the University of Indianapolis. At times, our policies and procedures may change, but you will be informed of any changes. Handbooks are also updated annually and are available through ACE. If you have any questions or comments concerning our policies or procedures, please see your advisor or any member of the faculty or department staff. Rights Rights Reserved. The president and officers of the University of Indianapolis reserve the right to change the requirements for admission or graduation announced in this program description and to change the arrangement, scheduling, credit, or content of courses, the books used, fees charged, regulations affecting students, and to refuse to admit or readmit and to dismiss any student at any time, should it be deemed to be required in the interest of the student or the university to do so. IT IS THE PERSONAL RESPONSIBILITY OF EACH STUDENT TO ACQUIRE AN ACTIVE KNOWLEDGE OF ALL REGULATIONS SET FORTH BY THE UNIVERSITY OF INDIANAPOLIS, COLLEGE OF APPLIED BEHAVIORAL SCIENCES AND THE PHYLIS LAN LIN DEPARTMENT OF SOCIAL WORK.
[3]
Table of Contents
Introduction 2
Section I: Phylis Lan Lin Department of Social Work
College of Applied Behavioral Sciences (CABS) 5
History of Social Work Department 6
Mission of BSW Program 6
BSW Program Goals 7
Student Participation in Governance 7
Admissions 7
Admissions Criteria 8
Transfer Credit 9
Credit for Life and Previous Work Experiences 9
Scholarships 9
Section II: BSW Program Policies
Confidentiality 9
Family Educational Rights and Privacy Act (FERPA) 10
Incident Reporting/ Field Practicum 10
Code of Conduct 11
Professional Conduct 13
Social Media 13
Student Advising 14
NASW Code of Ethics 14
NASW Standards and Indicators for Cultural Competence 14
CSWE Core Competencies 15
Section III: Course Curriculum
Curriculum 15
Description of Courses 16
Description of Elective Courses 19
Section IV: Academic Policies
Attendance 19
Grade Consequences for Missed Classes 20[4]
Late Assignments 20
Course Incomplete 20
Academic Expectations 21
Examinations 21
Professional Writing Standards 21
Academic Integrity 22
Professional Conduct 22
Electronic Devices 23
Classroom Confidentiality 23
Section V: Grievance and Corrective Action
Suspensions 24
Leave of Absence 24
Termination 25
Petitions 26
Exceptions 26
Grievances 26
Appeals 27
Withdrawal from Program 27
Section VI: Additional Campus Resources and Opportunities
Social Work Association 27
Center for Aging and Community 28
Center for Service Learning and Community Engagement 28
University Support Services 28
Appendix A NASW Code of Ethics 30
Appendix B NASW Standards and Indicators of Cultural Competence 31
Appendix C CSWE Core Competencies 34
Appendix D Registered Student Organizations 38[5] The Phylis Lan Lin Department of Social Work College of Applied and Behavioral Sciences (CABS) The Phylis Lan Lin Department of Social Work is part of the College of Applied Behavioral Sciences (CABS), which contains both traditional and innovative accredited programs in behavioral sciences and mental health. Programs in CABS focus on helping students develop an understanding of human behavior in contextual environments, human diversity, social welfare policies and services, and research and scientific principles. CABS offers unique holistic training opportunities to address behavioral health issues, promote healthy individual functioning, strengthen families and communities, and enhance agencies and organizations. Coursework offered in psychology, mental health counseling, and social work emphasizes individual psychological functioning, assessment and diagnosis, and case conceptualization. Mental health counseling helps to address normative developmental transitions and the importance of career, family, and school adjustment. Social work focuses on the importance of improving the well- being and social functioning of individuals, families, and communities, especially oppressed and vulnerable populations and their communities, by employing direct services, advocating for social and economic justice and social change that relies heavily on the ecological and strengths perspectives. Psychology emphasizes intrapsychic processes, understanding the mind, and diagnosing and treating mental and emotional issues. Students in CABS also have opportunities to engage in interdisciplinary course work in the areas of behavioral health and families and children. Interprofessional training in integrated health care is designed to prepare graduates to improve the health care and psychological functioning of individuals in Indiana and across the United States. Interprofessional clinical training is provided for students via an integrated clinic at UIndy and at specialty places in the city. Students may also specialize in training that focuses on empowering families and children through culturally responsive practice with families and children. Coursework and clinical experiences will help graduates understand development through biological, intrapsychic, interpersonal, and sociocultural levels of analysis as well as contextual and environmental factors including poverty, domestic violence, mental illness, and substance abuse. The framework for programs includes the importance of transforming lives. We work to transform the lives of students through training, self-reflection, and preparation for service and leadership in the communities in which they will serve. Graduates from programs in CABS will transform the clients, families, agencies and organizations, and the communities in which they serve and live. Graduates from programs in CABS are prepared to transform lives through science, using principles from behavioral and psychological science to solve complex problems. Course work includes the scientific study of behavior and mental processes, psychological disorders and how they are assessed and treated, the interrelationships between culture, mind, and behavior, and social welfare, and environmental and contextual influences on psychological functioning and well-being. Graduates are prepared to transform lives through learning and service. Graduate programs include clinical experiences working with diverse clients to develop exceptional competence for generalist and specialized practice and service. Undergraduate programs similarly engage in clinical work or service learning opportunities reflecting the university’s motto, Education for Service.
[6] Graduates are prepared to transform lives by changing behaviors. This may include engaging in clinical work, individual, family, and group therapy, prevention, and outreach services, as mental health technicians. As programs prepare generalists for service, students are exposed to a variety of approaches to changing behaviors and improving mental health. Finally, graduates are prepared to transform lives through improving communities. The University’s mission states that programs prepare graduates for effective, responsible, and articulate membership in the complex societies in which they live and serve. Program philosophies highlight the need to promote individual and community well-being. The college prepares its graduates to advocate for social justice, to examine and enhance programs in social service agencies, to reduce mental health stigma, and to give voice to the marginalized. History of the Social Work Department The social work department is a direct extension of a core value of UIndy, Education for Service. Planning for a BSW program at UIndy began in the late 1970s, although a few social welfare courses had been offered since the early 1950s. A preliminary social work program was established in the Department of Behavioral Sciences by Dr. Phylis Lan Lin, and the first three graduates were matriculated in 1982. By the mid-1980s the program had established itself as a viable major at UIndy and, as a result, the administration and faculty began the accreditation process with the Council on Social Work Education (CSWE). The BSW program was granted formal candidacy for accreditation on October 25, 1993, and received full accreditation in February 1997. In the same year, the program’s name was changed to The Phylis Lan Lin Social Work Program to honor the founder of social work at UIndy. The BSW program was granted unconditional reaffirmation in February of 2001 and was re-accredited in 2008 and in 2019. In 2014, Social Work became a full-fledged department and was named The Phylis Lan Lin Department of Social Work in the College of Arts and Sciences. In response to a University priority to increase graduate programs, a feasibility study was completed in 2014 which demonstrated a need for additional graduate programs in social work in Indiana. UIndy’s Board of Trustees approved the creation of an MSW program in 2015 and the accreditation process with CSWE commenced. The program received candidacy status with CSWE in 2016. Effective June 2019, the program is fully accredited through CSWE. The first cohort of MSW students began their study in 2016 and graduated in 2018. In 2016, the department became a part of the newly-formed College of Applied Behavioral Sciences. Mission of the BSW Program Educating professional and ethical generalist social work practitioners in an interdisciplinary environment to meet the needs of an evolving city, state, national and global communities with attention to serving vulnerable and oppressed groups.
[7]
The Mission of the Bachelor of Social Work (BSW) Program at the University of Indianapolis is to prepare
graduates with the knowledge, skills, values, and ethics of the profession. Graduates of the BSW
program will be competent and ethical generalist social work practitioners able to provide service to
individuals, families, organizations, and communities. Graduates will work to enhance the quality of life
and improve the well-being and social functioning of all individuals, families, and communities,
particularly oppressed and vulnerable populations and their communities, by employing direct services,
advocating for social, economic, and environmental justice, and planned social change to enhance
human rights. Graduates will develop a strong theoretical basis for interventions, relying heavily on the
ecological and strengths perspectives.
The BSW Program develops and enhances scientific and critical inquiry and ethical decision-making in
practice and provides students with the knowledge base to work, live, and pursue economic and social
justice in a diverse and global society. As education and development does not stop at graduation, the
BSW Program instills in students an awareness of their responsibility to engage in continuing
professional development and lifelong learning.
BSW Program Goals
At the end of this program, graduates will be able to:
1. Demonstrate the development of professional orientation and identity as a social worker.
2. Apply legal and ethical standards in social work practice.
3. Apply critical thinking and evidence-informed practice to inform social work practice.
4. Synthesize and apply theories of human growth and development, with an emphasis on the
ecological and strengths perspective, in meeting the needs of diverse populations.
5. Apply and model the professional core values of service, social justice, dignity and worth of
human beings, the importance of human relationships, integrity, competence, human rights,
and scientific inquiry.
6. Demonstrate knowledge and skills in the areas of engagement, assessment, intervention, and
evaluation with individuals, families, groups, organizations, and communities.
Student Participation in Governance
The Social Work Department welcomes and encourages student input and participation in formulating
and modifying policies affecting academic and student issues. Students may be represented at regular
Department meetings by two students elected by the members of the Social Work Association (SWA).
The names of students selected as student representatives by the SWA will be given to the program
directors at the beginning of each semester. Elected student representatives can suggest items for the
agenda of department meetings by notification to the Director. Items must be in the Director's office 48
hours prior to the Department meeting. Agenda items may be deferred at the discretion of the Program
Director when there is not ample time for a complete discussion. Student representatives will be
excused from the meeting if/when personnel issues or specific students’ issues are discussed.
Admissions
The BSW program at UIndy is committed to accepting students from different cultural, economic, and
educational backgrounds. We firmly believe that diversity in our students leads to enriched educational
opportunities. Students can apply to the BSW program in Semester I or Semester II of each academic
year. Students must attend a mandatory informational session prior to applying to the program and all
students interested in the social work program must apply through an online portal to the BSW[8]
program. Students will be provided with additional application information upon attending the
mandatory information session.
Admission to the BSW Program is a mutual process. The applicant must demonstrate that they meet the
admission criteria (described below):
Admission Criteria – BSW Program (60 credits)
Students are required to have a total of 120 credit hours for a bachelor’s degree; however, students
must satisfy the 60 credit hours for the BSW Program as part of the 120 total credit hours.
● Satisfactory completion, with a minimum grade of 2.70 (B- or better) In SOWK 110 and SOWK
230 courses.
● Minimum cumulative GPA of 2.3 (C or better) in all coursework.
● Social work major-specific courses need to be a B- or better to be accepted into the BSW
program (see social work major curriculum guide).
● Students must attend a mandatory BSW Program Informational Session (which will be held at
least one time each semester).
● Upon acceptance into the program, social work students will be required to maintain a 2.7 (B- or
better) in all social work courses.
● Evidence of values consistent with the Social Work Profession (assessed through
Personal Statement Narrative)
● Evidence of satisfactory critical thinking skills (assessed through writing sample)
● Evidence of satisfactory writing skills (assessed through writing sample)
Each candidate who applies to the BSW Program will be assessed and reviewed through an equitable
admissions process. The BSW Admissions Committee, includes the Director of the BSW Program, the
Field Director, and two or three other faculty members of the social work department. This committee
will review all completed applications and determine the status of each applicant. The status of
applicants will be one of the following:
● Unconditional Admission-the student is granted full admission into the program;
● Provisional Admission - the student may be provisionally admitted into the program with
specific conditions or recommendations that will be documented in a letter to the student;
● Deferred Decision- occasionally, the program faculty may have concerns about the applicant’s
suitability or commitment to the program and may elect to defer a decision. Specific conditions
or recommendations will be documented in a letter to the student. Unresolved deferred
decisions become decisions of denial if not reconciled within the specified timeframe;
● Denial of Admission- The program faculty may deny the application. In this case, specific
reasons for rejection will be provided. Denial may stem from several conditions, such as the
failure to attain the grade point averages stipulated above, serious problems encountered by
the student while attending another social work program, or problems or conditions that may
seriously undermine the student’s ability to engage in professional practice, such as
substantiated allegations of cheating or plagiarism.[9]
Each student will receive a letter from the Director of the BSW Program notifying them of their status.
Transfer Credits
Students who have completed undergraduate social work courses at other schools of social work
accredited by the Council on Social Work Education can request to have credit for these courses
evaluated for transfer and application toward the BSW degree requirements. Transfer credit will only be
given for social work courses in which the student has received a grade of B - (2.7) or higher.
Credit for Life and Previous Work Experiences
Credit will not be awarded for life experiences or previous work experience.
Scholarships
Students must contact the University of Indianapolis Financial Aid Office for a complete detailing of
scholarships and grants that may be available to them. In addition, there are three scholarships that are
specifically targeted to students pursuing a BSW. The scholarships include the following:
● Phylis Lan Lin Scholarship: The Phylis Lin Lan scholarship, developed by Dr. Phylis Lan Lin, the
founder of the Department of Social Work at UIndy, supports social work students from
traditionally underrepresented groups who have a commitment to social work and social
justice.
● Toni Peabody: The Toni Peabody Scholarship is funded by Toni Peabody and Mr. Richard King.
This award was created to provide financial assistance for Social Work students enrolled in a
practicum course. Ms. Peabody is a social worker and retired faculty member who served the
Social Work Department for over 20 years at the University of Indianapolis. This scholarship is
given annually to help offset financial hardships encountered by BSW students working to
complete their practicum experience.
● Mildred Reynolds Scholarship: Dr. Mildred Reynolds, a 1952 graduate of the University of
Indianapolis who led a distinguished life in the profession, developed this scholarship for social
work students who work with the late adult population.
Information about how to apply for these scholarships is distributed to students after they have been
accepted to the BSW program. More information can also be found through the Admissions Office and
the BSW program website.
Section II: BSW Program Policies
Confidentiality Policy
The department strictly adheres to the NASW Code of Ethics regarding confidentiality. Thus, most
communications of a personal nature are to be considered confidential and will remain so unless there
are compelling professional reasons to breach that confidentiality. In other words, student disclosures
that can result in possible harm to clients or disruption in the education of other students cannot be
held in confidence. However, no personal information will be shared about a student without that
student’s knowledge and opportunity to participate in discussions or actions regarding the disclosure of
that information.[10]
Family Educational Rights and Privacy Act
Department faculty enjoy meeting family members and are happy to include parents, with student
consent, in matters such as advising or problem resolution. However, because the department honors
and must comply with the Family Educational Rights and Privacy Act (FERPA), information about a
student’s performance cannot be given to family members without the written consent of the student.
Faculty prefer, in these instances, that any parental or familial involvement occurs via meetings in which
the student and the family member(s) are present.
Incident Reporting Policy/Field Practicum
As part of the undergraduate curriculum, students’ complete practicums in agencies and other
community settings. The department is committed to continuing these practices in a way that is
structured, supervised, and effective and these activities are developed through professional
relationships that are carefully monitored. Should a student have any concern that behaviors or
circumstances in an agency may place them at professional, ethical, or perhaps even physical risk, this
must be communicated immediately. Circumstances include, but may not be limited to, the following:
• Concern about adequate physical safety at a field site;
• Being presented with alcohol or any other drug by any individual in the community;
• Questionable professional behaviors by agency staff which create personal discomfort for
the student, including infringement of personal boundaries or any potential form of
harassment;
• Asked to work with a client that may be volatile or to do a home visit unaccompanied;
• Expected to participate in unethical or deceptive practices.
Should one of these circumstances arise, the student should immediately do the following:
1. Report the situation promptly to the faculty member supervising that field experience or
community component. Together the faculty member and student will complete an Incident
Report Form.
2. The Program Field Director/Program Director will then investigate the circumstances by first
interviewing the student(s) and the faculty member.
3. Should further investigation be required, the Program Director will then interview other
involved parties and/or review pertinent documents. No person will be contacted without first
notifying the student(s) who filed the Incident Report Form. Should an event be serious, it may
involve notification of the Dean of the College of Applied Behavioral Sciences or other
University administrators.
4. Any indication that students may be exposed to these risks will result in removing students from
that setting and no longer using that agency or placement. In the event that it is warranted,
reporting of the concern to appropriate bodies, such as NASW, may occur.
5. Disposition of each case will be shared with the student(s) initiating the concern. The Incident
Reporting Form will remain on file indefinitely.[11]
Code of Conduct
The Social Work Department at UIndy requires the highest standards of professional and personal
conduct from all students. Each student must abide by the policies and procedures of the university and
comply with its standards. Failure to comply with the standards of conduct may result in suspension or
termination from the program.
Students must exhibit behavior consistent with the NASW Code of Ethics (see Appendix A), NASW
Standards, and Indicators of Cultural Competence (see Appendix B) and CSWE Core Competencies (see
Appendix C). The Code of Conduct addresses the expectations of students in four areas: interpersonal
skills, attitudes and self-awareness, academic performance, and professional behavior. The general
expectations of students include but are not limited to:
(a) Interpersonal Skills
● Establishes and maintains professional, collaborative, and collegial relationships consistent with
the NASW Code of Ethics despite social differences and level of authority (e.g., professional
boundaries, empathy, self-determination, non-judgmental attitude, respect, integrity).
● Assumes responsibility for own choices and assesses and adjusts their impact on others and
systems.
● Hears and considers diverse viewpoints.
● Functions within the structure of organizations and service delivery systems during learning
experiences (e.g., service learning, practicum, academic field experience) by observing
organizational policies and professional ethics.
● Uses proper educational and organizational channels for conflict resolution and advocacy.
(b) Attitudes and Self Awareness
● Self-directed, assertive, and takes initiative (e.g., asks questions related to advising, learning, and
personal needs, responding to strengths and weaknesses).
● Willingness to risk self in new experiences and groups (e.g., active participation in learning
experiences that challenge and develop skills and values clarification).
● Demonstrate respect for physical, social, economic, religious, gender, cultural, sexual orientation,
and racial differences.
● Exhibits knowledge of how one’s own values, attitudes, beliefs, emotions, and past experiences
affect thinking, behavior, and relationships.
● Accurately assesses own strengths, limitations, and suitability for professional practice (e.g.,
evaluates own learning style and preferences and acquires useful learning strategies to integrate
those preferences).
● Demonstrates willingness to seek and accept feedback through supervision and uses feedback for
professional development.
● Exhibits commitment to the mission, goals, core values, and ethical principles of social work as
outlined in the NASW Code of Ethics.
(c) Academic Performance
● Communicates ideas clearly and concisely both verbally and in writing.
● Uses correct grammar and spelling.[12]
● Accurately uses writing style outlined in the American Psychological Association Handbook,
including the use of citations and references to avoid plagiarism.
● Demonstrates sufficient skills in English to understand the verbal and written course content
and to fulfill the requirements for the academic field experience.
● Demonstrates an understanding of social work concepts, theory, language, values, and skills.
● Sustains the academic qualities or conditions required to maintain or achieve full admission
status.
● Fulfills objectives in active student learning plans as described in the field manual for practicum.
● Academic integrity (NASW Code of Ethics)
(d) Professional Behavior
● Understand and exhibit professional behaviors consistent with the NASW Code of Ethics.
● Exhibits behavior consonant with institutional policies, department policies, policies of agencies
supporting the student’s experiential learning, and professional standards.
● Demonstrates effective coping (e.g. seeking professional assistance for medical, emotional, or
substance abuse problems; developing supportive relationships with colleagues, peers, or others)
with personal issues so these issues do not interfere with academic or practicum endeavors.
● Exhibits professional appearance (e.g., grooming, hygiene, dress, demeanor).
● Demonstrates responsible and accountable behavior by knowing and practicing within the scope
of social work by:
o fulfilling obligations to the program, academic field agency, clients, and colleagues
o respecting others
o being punctual and dependable
o prioritizing responsibilities
o attending class regularly
o observing deadlines
o completing assignments accurately and on time and
o keeping appointments or making acceptable alternative arrangements.
The department recognizes the importance of personal and professional competencies in addition to
traditional academic skills. Students are holistically evaluated by all members of the learning community
on standards of professional performance, development, and functions that include, but are not limited
to:
● their interpersonal and professional competence (e.g., consistently establishing positive
interpersonal relationships, demonstrating an active commitment to education and training,
communicating professionally, demonstrating integrity, affirming individual and cultural
differences);
● their self-awareness and self-reflection (e.g., awareness of own various roles in diverse contexts,
recognizing limitations and training/learning needs, awareness of own cultural values);
● their openness to feedback; and their proactive, engaged resolution of issues that may interfere
with their professional development or functioning.[13] Students in violation of the code of conduct standards will be required to complete a Student Development Plan. This plan is created with input from the student, the student’s advisor, the Program Director, and other relevant faculty members. Professional Conduct As part of its commitment to integrity and respect in the community in which it operates, it is expected that students will conduct themselves in a professional and respectful manner at all times, both when interacting within the university community and when representing the university at events outside the institution. In that regard, students will not at any time engage in unduly disruptive, threatening, unethical, disrespectful, or abusive conduct toward other members of the university community. All social workers and social work students are expected to abide by the National Association of Social Worker’s (NASW) Code of Ethics and use it to guide their behavior. Social Media Policy The Phylis Lan Lin Department of Social Work, BSW Program social media policy is outlined below: Students should be aware that social media is a web-based technological communication tool that allows people to interact. Students are responsible for all content that is posted regardless of the social media outlet. The student is responsible for growing familiar with the advantages and disadvantages of participating in social media and should operate their usage of social media is fair, ethically appropriate, and legal manners while engaging in all social media activities. Therefore, students must consider the significance of these concepts for functioning in web-based communication in order to preserve their reputation and professional development. Students must be cognizant that information presented in a public format can be observed by anyone and can be traced back to the individual. Students must comply with the following tenants as members of the BSW social work program: • Discussions intended for educational purposes that include identifiable information related to students, families, faculty, staff, or other institutional employees. • Non-public proprietary or confidential information that includes but is not limited to photos, videos of students, families, faculty, staff, and other institutional employees. • Comments that are damaging to UIndy or the Phylis Lan Lin Department of Social Work, other students, faculty, staff, and clinical institutions and employees. • Comments that purport threats of violence, harassment, obscenities, profanity, derogatory statements that can be perceived as racially motivated, sexually explicit, homophobic, or other offensive comments. • Social media postings that violate state or federal laws designed to protect privacy. Such violations may result in criminal and civil penalties. Such violations may result in further disciplinary actions including: • Program Dismissal • Dean Notification • Course Failure • Student Conduct Hearing The Phylis Lan Lin Department of Social Work Faculty can offer you guidance in identifying solutions that may potentially help you to avoid harmful implications. In addition, the NASW has established technology standards for social workers that can be found at this link:
[14]
https://www.socialworkers.org/includes/newIncludes/homepage/PRA-BRO-
33617.TechStandards_FINAL_POSTING.pdf.
Student Advising
Each incoming BSW student will be assigned to Centralized Advising and Student Achievement (CASA) as
well as a BSW faculty member once the student has declared social work as their major. This faculty
advisor assignment is made by the BSW Program Director. Social Work advisors will meet with their
advisees at least once each semester. The function of the social work advisor is to assist students with
the selection of courses, professional and academic development, to assess issues affecting academic
performance and develop plans to resolve these issues and to assist students in accessing services
within the University and/or the community when needed.
NASW Code of Ethics
A defining characteristic of the social work profession is identification with an explicit mission
statement, a clearly articulated ethical foundation, and an associated value system. According to the
preamble of the NASW Code of Ethics (see Appendix A):
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 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.
From this mission, NASW has developed six core values and associated ethical principles that all social
workers adhere to. (https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-
English).
NASW Standards and Indicators for Cultural Competence
In order to operationalize cultural competence, students are required to intentionally familiarize
themselves with the tenants needed to work with marginalized groups. The ten (10) standards and
indicators have been identified below:
1. Standard 1. Ethics and Values
2. Standard 2. Self-Awareness
3. Standard 3. Cross-Cultural Knowledge
4. Standard 4. Cross-Cultural Skills
5. Standard 5. Service Delivery
6. Standard 6. Empowerment and Advocacy
7. Standard 7. Diverse Workforce
8. Standard 8. Professional Education
9. Standard 9. Language and Communication
10. Standard 10. Leadership to Advance Cultural Competence[15]
CSWE Core Competencies
The social work department at UIndy is designed for students to master the nine (9) core competencies
developed by the Council on Social Work Education (CSWE) (see Appendix B). An individual social
worker’s competence, however, is developmental and dynamic and will change over time in relation to
new experiences and life-long learning. Each student graduating from the BSW program will be able to:
1. Demonstrate ethical and professional behavior.
2. Engage diversity and difference in practice.
3. Advance human rights and social, economic, and environmental justice.
4. Engage in practice-informed research and research-informed practice.
5. Engage in policy practice.
6. Engage with individuals, families, groups, organizations, and communities.
7. Assess individuals, families, groups, organizations, and communities.
8. Intervene with individuals, families, groups, organizations, and communities.
9. Evaluate practice with individuals, families, groups, organizations, and communities.
Section III: Course Curriculum
Curriculum
Preparatory Studies: Liberal Arts Preparation
The University of Indianapolis is committed to the liberal arts tradition and has been since its
inception. The liberal arts tradition, shared by all undergraduates, is called the “General Education
Core.” All of the core requirements for baccalaureate degree students are integral to preparation for
the study of social work. The program recommends that students seeking admission have completed or
are nearing completion of all core requirements prior to application, or have mastered similar
requirements at other institutions. This is because many of the upper-division courses are predicated on
the student’s prior mastery of the general education core.
The BSW program follows the CSWE (2015) conceptualization of generalist practice:
Generalist practice is grounded in the liberal arts and person-in-environment framework. To
promote human and social well-being, generalist practitioners use a range of prevention and
intervention methods in their practice with diverse individuals, families, groups, organizations,
and communities based on scientific inquiry and best practices. The generalist practitioner
identifies with the social work profession and applies ethical principles and critical thinking in
practice at the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their
practice and advocate for human rights and social and economic justice. They recognize,
support, and build on the strengths and resiliency of all human beings. They engage in research-
informed practice and are proactive in responding to the impact of context on professional
practice (2015 Educational Policy and Accreditation Standards, p. 11).
The program interprets this conceptualization as preparing graduates for generalist social work practice
in an immense variety of possible settings, working with micro, mezzo, and macro systems with at-risk
populations, mirroring the program’s mission statement. The program utilizes a foundation curriculum
that addresses practice at all levels and systems. The BSW program produces graduates that embrace a
multidimensional practice approach.[16]
The program’s foundation level generalist practice curriculum emphasizes a strengths perspective. The
strengths model is incorporated throughout the BSW course curriculum through assignments and
coursework. Following the CSWE Educational Policy for Generalist Practice (EPAS) that students must
“recognize, support, and build on the strengths and resiliency of all human beings” (2008), students are
asked to explore and identify the strengths of individuals, groups, families, and communities throughout
the courses on this level. Based on Saleeby’s work (2012), students are taught that all clients, regardless
of circumstance, have the ability to overcome adversity. Students are taught how to help their clients
identify, assess, and then utilize their own skills, resources, and assets to address the presenting
concern. Students learn to focus on the opportunities rather than the perceived deficits that can lead to
the clients developing pathologies.
The curriculum design emphasizes the integration of content, in theory, practice, research, and policy.
Specific learning experiences are then planned by individual instructors. Learning experiences are not
the same as the content that is the focus of the course, nor the activities performed by the instructor.
The term “learning experience” refers to the interaction between the learner, other students, the
instructor, and the classroom environment. “Hands-on” learning experiences are emphasized and
include such things as role-playing, simulations, presentations, and projects that build upon the content
and competencies mastered in other courses, culminating in the practicum experience where practice
behaviors associated with competencies are formally assessed. The explicit and implicit connections
between course content, learning experiences, and practicum result in the achievement of the program
goals and social work competencies, preparing students to work in a variety of settings. In line with
generalist principles, the curriculum is designed to expose students to micro, mezzo, and macro practice.
Descriptions of Courses
The courses in the BSW program are excerpted from the general catalog. BSW Program courses are
generally offered at least once per academic semester.
SOWK 110: The Field of Social Work
Introduction to Social Work. This course examines social work concepts, functions, roles, and
value base. The class examines social conditions and problems for vulnerable populations and
the service delivery systems in which social work is practiced. Tours of local agencies and
interviews with professional social workers are included.
SOWK 230: Foundations of Social Work Practice
This course examines generalist intervention strategies from a systems perspective. Various
models for problem-solving at the level of individuals, families, groups, neighborhoods,
organizations, and communities are studied. Fundamental skills in interpersonal
communications and interviewing are included. Laboratory experiences include simulations,
role plays, and videotaping. (Satisfactory completion of or concurrent enrollment in SOWK 110 is
highly recommended. This course is required for admission into the BSW Program.)
SOWK 250: Micro/Mezzo Social Work Practice
This course integrates and consolidates theories from prerequisite social, behavioral, and
biological sciences courses from human growth and development perspective. Themes include
assessing and understanding human diversity in varying social contexts, social injustice,
oppression, cultural heritage, and concerns for specific vulnerable populations. Emphasis is on[17] individuals, families, and groups, and the reciprocal interactions between them. SOWK 260: Macro Human Behavior in the Social Environment This course is similar to SOWK-250 in that it integrates and consolidates theories from prerequisite social, behavioral, and biological sciences courses. Themes include assessing and understanding human diversity in varying social contexts, social justice, oppression, cultural heritage, and concerns for specific vulnerable populations. The primary focus is on organizations, communities, institutions, and the reciprocal interactions between individuals and these systems. SOWK 295: Diversity and Environmental Justice The premise of this course recognizes that the United States is a multicultural society. This course asserts that in order to operationalize competent social work practice, students must understand and have knowledge of people's biases and examine the intentionality of how diversity strengthens and enriches us all. This course prepares students to work with diverse groups of people residing in the United States, including racial and ethnic groups and other populations defined by gender, sexual orientation, income, physical and mental ability, age, and religion. Emphasis will be placed on defining and developing skills for culturally competent social work generalist practice with these populations through students' self- examination, experiential learning, and critical reading of class materials. The course will place an emphasis on theoretical content that focuses on diverse populations, historical, political, and economic factors that contribute to privilege, power, oppression, and social injustices. THE PRACTICE COURSES are open only to students admitted to the BSW program. The three practice courses are SOWK 310, 320, and 330. The student can take SOWK 310 prior to or concurrently with SOWK 350 Junior Practicum. Prior to enrolling in SOWK 450 Senior Practicum, the student must take SOWK 310 along with two out of the three remaining practice courses. The remaining practice course can be taken concurrently with SOWK 450 Senior Practicum. SOWK 310: Social Work Practice with Individuals and Families Social work practice with an emphasis on small-systems perspectives. Emphasis is on theories, methods, and techniques of practice within the contexts of individuals, families, and small social networks. Documentation, assessment, intervention, networking, and the development and use of resources are examined. This will facilitate the student's development of a theoretical framework and model for evaluating and intervening with individuals, families, and small systems across cultures. Approaches for integrating practice with larger systems are included. Content on values, ethics, diversity, social and economic, justice, and populations at risk are infused throughout the course. Laboratory work includes role-playing, simulations, and videotaping as an integral part of the course. (Admission to the Social Work Program and satisfactory completion of SOWK-250 is required prior to enrollment in this course.) SOWK 320: Mezzo Social Work Practice Social work practice with an emphasis on medium-sized systems perspectives. Emphasis is on
[18] theories, methods, and techniques of practice within the contexts of secondary social systems such as reference, peer, and support groups. Approaches for integrating practice with smaller and larger systems are included. Laboratory work includes role-playing, simulations, and videotaping as an integral part of the course. (Satisfactory completion of SOWK 250 Micro/Mezzo HBSE is required prior to enrollment in this course. SOWK 310 is a recommended prerequisite to SOWK 320.) SOWK 330: Macro Social Work Practice Social Work practice with an emphasis on a large-systems perspective. Emphasis is on theories, methods, and techniques of practice within organizational, neighborhood, and community contexts. Change strategies such as mobilization, social action, citizen participation, advocacy, popular education, and service development are explored. Approaches for integrating practice with smaller systems are included. Laboratory work includes structured events, simulations, and electronic conferencing as an integral part of the course. (Satisfactory completion of SOWK 260 Macro HBSE is required prior to enrollment in this course.) SOWK 340: Social Work Research This course examines research in practice. Qualitative and Quantitative theories, methods, and techniques for generating and interpreting research are studied. Practice and value-based issues and ethics are explored as relevant to research. Content on practice evaluation is included. SOWK 350: Junior Practicum in Social Work Junior practicum in social work at a prearranged and approved social services agency. Obligations includes 168 clock hours of direct experience at an agency plus additional classroom integration seminars, readings, and assignments. Six hours of credit are earned. (Students must be currently enrolled in or have successfully completed SOWK 310 and be in good standing in the program in order to progress into Junior Practicum. In addition, students must be in good standing in the BSW Program.) SOWK 370: Social Welfare Policy and Services This course examines the characteristics of contemporary social welfare policies and services. Models for understanding intent, adequacy, effectiveness, costs, and equity are emphasized. Policy implications for practice within culturally diverse contexts are studied. Implications for practice with different sizes and types of systems and populations at risk are explored. SOWK 450: Senior Practicum in Social Work Senior practicum in social work at a prearranged and approved social services agency. Obligations include 336 clock hours of direct experience at an agency plus additional classroom integration seminars, readings, and assignments. Course may be taken during one semester for a total of 12 semester hours or over a two-semester period for six semester hours per semester. ***Students may not accrue more than 12 hours for the senior practicum requirement. (Students must be currently enrolled in or have successfully completed SOWK 310 and be in good standing in the program in order to progress into Junior Practicum. In addition, students must be in good standing in the BSW Program . In addition, students must be in good standing in the BSW Program.) SOWK 460: Capstone Seminar in Social Work This course provides a final opportunity for the integration of previous coursework. A group project is designed, implemented, and measured by students. Emphasis is on preparing for generalist practice in social work and integrating coursework previously mastered by the student.
[19]
Descriptions of Elective Courses
The following electives are available and open to all University students:
SOWK 200: Working with and For Youth
Survey of child welfare services and intervention strategies. This course examines
developmental, health, risk, service, legal, and advocacy problems and issues for human
services professionals engaged in practice with children and youth. Assessment and intervention
strategies for children and adolescents are included.
SOWK 220: Forensic Social Work: An Introduction
This course will allow students to learn to integrate socio-legal knowledge when working with
diverse populations in a variety of settings. Using a human rights and social justice approach,
this course will examine the use of forensic lenses when working with individuals, families,
organizations, and communities that struggle with social justice issues.
SOWK 375: Supervision and Administration
This course is designed to prepare students for their roles as supervisors, leaders,
and administrators in non-profit organizations. Students receive academic preparation focused
on leadership theory and strategies for leadership development, ethical practice as supervisors,
and roles of administrators in social service organizations. Students participate in activities that
develop their skills in critical decision-making to address some of the complex problems that are
common to leaders and administrators in social service organizations. As a result of this course,
students should understand the competencies of supervisors, leaders, and administrators and
identify a plan for their own continued development in these areas.
SOWK 390: Understanding Addictions
This course explores a variety of dependency symptoms. The primary focus will be the abuse of
mind-altering chemicals, with emphasis upon the progression of use, signs and symptoms,
treatment options, recovery, relapse, prevention, and intervention aspects. We will explore
several models of dealing with addiction. Teaching modalities will include lectures, discussions,
guest speakers, and experiential activities. Based upon the model of chemical dependency
presented, other dependencies will then be examined, primarily through student research and
class presentations. (Course cross-listed with CRIM-390.)
SOWK 430: Topical Seminar: Social Work
Study of a particular area of social work not covered in one of the other advanced courses. The
topic for a given semester is announced prior to registration for the semester, having been
selected in response to student needs and interests. A student may receive credit more than
once for SOWK-430 if a different topic is covered each time.
Section IV: BSW Academic Policies
Attendance Policy
With all social work courses, considerable learning occurs during the class session that cannot be easily
“made up” when a class is missed. Therefore, students are required to attend all scheduled classes.[20] Students are expected to arrive on time for each class and to remain until the class is dismissed. Students who miss three or more classes are expected to consult with the instructor. Grade Consequences for Missed Classes Absences of 10% or more of class sessions will result in an automatic drop in the final grade by a half letter grade (a B becomes a B minus), and absences of 20% or more of class sessions will result in an automatic drop in the final grade by one full letter grade (an A becomes a B). Students who miss 25% of the class sessions can earn a maximum grade of “B-” for a course regardless of grades on written assignments or quizzes. Those students missing 33% of the class sessions will have their final grade lowered by two full-letter grades. Students receiving below a grade of B- will be required to repeat the class and go on academic probation. Excessive absences are also reported to the department director and may impact progress forward in the program. Late Assignment Policy All assignment due dates are listed on the course syllabus. Assignments are to be submitted electronically via Brightspace. Assignments cannot be turned in late without prior permission from the instructor. Late papers will be graded down ten percent per class day (Monday-Friday). No assignments will be accepted and graded after the last class session of the semester, except at the discretion of the instructor. True emergencies may warrant an incomplete (see “Policy Regarding Course Incompletes” below). Policy Regarding Course Incompletes Students are expected to complete all work before the final class session of each course. Incompletes are not granted automatically. The granting of an Incomplete “I” ultimately must be approved at the end of the semester by the Program Director, who retains one copy of the Incomplete form and sends a copy to the student. A grade of "I" may be assigned only in cases of illness, accident, or other dire occurrences beyond the student's control. It is the responsibility of the student to request an Incomplete prior to the final class session of the course. Students may also receive a deferred grade (“DE”) in some cases in order to complete practicum hours or other assignments as deemed appropriate by the instructor and the Program Director.
[21]
Academic expectations of BSW students
1. Achieve a minimum GPA of 2.3 in all coursework each semester
2. Achieve, at a minimum, a grade of B- in all Social Work courses each semester (not including
Practicum)
3. Achieve, at a minimum, a grade of B in Practicum courses
4. Regularly attend and participate in all classes
5. Complete reading and other assignments on time
6. Observe all course policies as outlined in course syllabi
If a student fails to meet one or more of these expectations, the BSW Program Director will be notified.
The BSW Program Director will then meet with the student, his/her advisor, the Field Director if the
student is, and, if needed, other faculty members to assess the reason(s) why the student could not
meet the expectation(s) and to develop a professional development plan for remediation.
A letter documenting the professional development plan will be sent to the student within 7 days by the
BSW Program Director. The student will be placed on probation until the conditions specified in the plan
(e.g., retaking courses with satisfactory grades) are met. The BSW Program Director is responsible for
monitoring the student’s progress and determining when the conditions have been met.
The student has the right to appeal the probation decision and/or the professional development plan to
the Dean of the College of Applied Behavioral Services. Such an appeal must be made within 14 days of
the receipt of the letter notifying the student of the determination of probation and the remedial plan.
Students on probation will not be allowed to graduate.
Examination/ Final Examination/ Quiz Policy
Courses that have examinations and/or quizzes are required of all students. Prior arrangements must be
made if a student is unable to take the quiz at the scheduled time. Only in exceptional situations will a
student be permitted to arrange to take a quiz prior to or after the scheduled examination/quiz time.
Professional Writing Standards
Professionals are often judged by others based upon the quality of their written work. Carelessness in
spelling and editing suggests that there may also be mistakes in the substance of the work.
All typed work submitted should be prepared in accordance with the Publication Manual of the
American Psychological Association (7th ed). Information on APA can also be at the APA website
http://www.apastyle.org/learn/faqs/index.aspx
Written assignments are expected to address the content/ideas in a clear and concise manner. Papers
will be graded for sentence and paragraph structure, organization, grammar, punctuation, and spelling.
Students are expected to use a computer in preparing written assignments. Papers should be double-
spaced, use 11- or 12-point font and one-inch margins, and include page numbers and a title page.
Sources should be cited/ documented using APA format.
Academic Integrity Policy
Honesty, trust, and personal responsibility are fundamental attributes of the University community.
Academic dishonesty by a student will not be tolerated, for it threatens the foundation of the institution[22]
dedicated to the pursuit of knowledge. To maintain its performance, the University of Indianapolis is
committed to maintaining a climate that upholds and values the highest standards of academic integrity.
Academic dishonesty includes, but is not limited to the following:
Violations of procedures that protect the integrity of a quiz, examination, or similar evaluation, such
as:
· Possessing, referring to, or employing open textbooks or notes or other devices not authorized
by the faculty member;
· Copying from another person’s paper;
· Communication with, providing assistance, or receiving assistance from another person in
a manner not authorized by the faculty member;
· Possessing, buying, selling, obtaining, giving, or using a copy of any unauthorized materials
intended to be used as or in the preparation of a quiz or examination or similar evaluation;
· Taking a quiz or examination or similar evaluation in the place of another person;
· Utilizing another person to take a quiz, examination or similar evaluation in place of oneself;
· Changing material on a graded examination and then requesting a re-grading of the
examination;
· Cooperating with someone else on a quiz, examination, or similar evaluation without the
prior consent of the faculty member.
Plagiarism or violations of procedures prescribed to protect the integrity of an assignment, such as:
· Submitting an assignment purporting to be the student’s original work which has been wholly or
partly created by another person;
· Presenting as one’s own work, ideas, representations or words of another person without
customary and proper acknowledgment of sources;
· Submitting as newly executed work, without faculty member’s prior knowledge and consent,
one’s own work which has been previously presented for another class at the University of
Indianapolis or elsewhere;
· Knowingly permitting one’s work to be submitted by another person as if they were the
submitter’s original work;
· Cooperating with another person in academic dishonesty, either directly or indirectly, as
an intermediary agent or broker;
· Knowingly destroying or altering another student’s work, whether in written form, computer
files, artwork, or other formats;
· Aiding, abetting, or attempting to commit an act or action which would constitute academic
dishonesty.
Professional Conduct Policy
Students in a professional program should conduct themselves as professionals in relation to the class
and assignments. Full participation is encouraged as long as it is appropriate for the course content.
Respect for the opinions of others is expected. Frequent lateness or professionally unbecoming class
conduct is likely to result in a lowered grade. Students are evaluated on their personal and professional
behavior or conduct in this class as described in the NASW Code of Ethics.You can also read
