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Social Work BACHELOR OF SOCIAL WORK

Social Work BACHELOR OF SOCIAL WORK

If a student is denied admission by the Social Work Admission Committee, the student has the right to appeal to the Social Work Department’s Appeals Committee. Prior to enrolling in SWK 2000, Introduction to Social Work, students must successfully complete ENG 1050, 1060 and 75 percent of their General Education requirements with a minimum QPA of 2.5. Students who are accepted into the program and fail to maintain an overall QPA of 2.5 in General Education or the major are placed on academic probation. In addition, students are required to complete SWK 2000, 2450, 3450, 3480, 3600, 3710, 3800, 3850, 3910, 4450, 4480, 4500, 4800, 4900 and 4910 with a minimum QPA of 2.0 in each course. Students need to read The Student Social Work Handbook (see: http://www.uncp.edu/sw/) for information regarding curriculum policy. All students who declare social work as their major are encouraged to join the Campus Association of Social Workers, attend majors’ meetings, and meet regularly with their academic advisor; only active members of CASW may apply for social work scholarships. In addition, eligible students can join the Social Work Depart- ment’s Chapter of Phi Alpha, the Social Work Honor Society.
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Social Work Department

Social Work Department

Professional associations influence the systems that regulate and influence social work practice. At the state and national level they strive to improve the working climate for social workers by focusing on hiring, salaries, working conditions, and accurate information about the profession for the public. They also advocate for social justice issues in the public policy arena. On the personal level, professional associations provide various direct services to their individual members. Some groups offer malpractice insurance and reduced rates on life insurance. Most provide professional development opportunities through printed, web and onsite conferences and education.
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Master of Social Work Program. Department of Social Work Capstone Project Manual

Master of Social Work Program. Department of Social Work Capstone Project Manual

The first point is the relevance of your topic for social work practice. Whatever your specialization (Children and Families, Elders, Mental Health and Substance Use, School Based), it will be important for your Capstone Project to have implication for social work practice. The implications need to be explicated. The question: "How can what I learn from doing this Capstone Project be used?" must be answered in the form of: “How does this research, these findings, or this project help to inform Social Work policies and practices, as well as my own Clinical Social Work Practice?” Both the final version of the capstone proposal paper, as well as the final version of the capstone project paper, must be complete, thorough, well written, clearly presented, and in proper format. These papers must be ones that you are truly proud to place your name upon. Moreover, the capstone project, with the final capstone project paper as the product of this project, must substantially and meaningfully help you to move toward becoming the capable, competent, skilled Social Work Professional that you aspire to become, and that you are ethically obliged to be by providing the best client care possible at all times.
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SOCIAL WORK. Undergraduate Program. BSW (Bachelor of Social Work) ANDREWS UNIVERSITY

SOCIAL WORK. Undergraduate Program. BSW (Bachelor of Social Work) ANDREWS UNIVERSITY

Designed to develop the theory, knowledge, and skills essential in generalist social-work practice. Various methods are offered for developing communication, assessment, planning, intervention, termination and evaluative skills necessary in social work practice. Focus on skills necessary for practice with individuals, families and groups in a variety of settings. Co/Prerequisite: SOWK540. Fall (501), Spring (502)

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Enhancing the Science of Social Work and Expanding Social Work Research in Transitional Countries

Enhancing the Science of Social Work and Expanding Social Work Research in Transitional Countries

Social work leaders have long debated the particular patterns of how social work researchers pursue scientific inquiry (Guerrero, 2013). The general concern was theextent to which social work has adopted a methodological rather than substantive approach to conducting research (BrunswickHeineman, 1981). According to Tripodi andPotocky-Tripodi (2005), social work research is defined as the use of social research methods (e.g., qualitative research, participatory research, ethnographic field studies, case studies, needs assessments, program evaluations, single-subject designs, participant and nonparticipant observation, secondary data analyses, experiments, quasi experiments, surveys, etc.) for producing and disseminating knowledge (hypothetical, qualitative-descriptive, quantitative descriptive, associational or correlational, causal) that is pertinent to policies and practices that affect and/or are implemented by social work organizations, practitioners, administrators, and educators. The research methods employed depend on the level of knowledge sought, financial and ethical considerations, the sociopolitical environment, and expertise in the use of research methods (Tripodi& Potocky-Tripodi, 2005).
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Psychology & Social Work

Psychology & Social Work

The course combines traditional social work skills with the broader issue of social planning, providing expertise not just in the delivery of social services but also in the planning, development and monitoring of programs, which are appropriate to current social conditions. Graduates who choose to work as social workers will understand the policy and funding decisions which affect their daily activities, while those who move into policy and planning areas will know the impact of their decisions on people working in the field. Social work and social planning are applied disciplines that draw on many other fields. You will be exposed to ideas from sociology, politics, social work theory, human social development, social policy, organisational analysis, research methods and social planning. The fundamental aim of social work – to improve the quality of people’s lives – remains unchanged.
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A Career in Social Work

A Career in Social Work

A common pathway to the Masters in Social Work is a Bachelor in Social Studies or in Social Care.  Mature students (23+ years) with no third level qualifications must[r]

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Master of Social Work

Master of Social Work

This course provides students with the understanding of the field of forensic social work practice which includes both criminal and civil issues. Students will learn to conduct forensic assessments, write court reports, act as expert and fact witnesses and facilitate guardianships. The course covers practice knowledge and skills in a variety of contexts including child welfare, juvenile justice, adult corrections, victim/witness services, health/long-term care, mental health, domestic abuse and disability services. Students apply knowledge to ethical dilemmas encountered in the legal system and learn to advocate on behalf of clients.
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DEPARTMENT of SOCIAL WORK

DEPARTMENT of SOCIAL WORK

The Child and Family Studies programme has been offered as a post-graduate diploma for a number of years within the Department of Social Work. In more recent years and with the new family policy and interest in collaborative endeavours of the Department of Social Development with Child and Family Studies, there has been a realisation that we need to meet the current needs of the communities in which we serve by providing knowledge on Early Childhood Development (ECD), substance abuse within the family and developing programmes for family wellbeing.

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SOCIAL WORK DEPARTMENT

SOCIAL WORK DEPARTMENT

1. Accept Social Work training as an integral part of its operation with statue and recognition and include participation in the overall Agency program and activities as appropriate to the objectives of field instruction and practicum requirements. The Agency will provide the students such cases, client contact, access to records and other information within the Agency, as appropriate to meet the objectives of field instruction and practicum requirements, including both a variety of direct service experiences and experiences with the organizational functioning of the Agency.
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School of Social Work

School of Social Work

MSW students are expected to exhibit professional behavior in both academic and field placement settings and to conduct themselves with responsibility, honesty and integrity. Professional behavior includes agreeing to abide by University, Graduate, and School of Social Work polices regarding Plagiarism and Academic Dishonesty, Problem Resolution and Grievance Procedures, the Student Code of Conduct and NASW Code of Ethics. Students sign the MSW Student Accountability Form prior to beginning program coursework. By signing, students agree to abide by the above described policies. http://www.socialworkers.org/pubs/code/default.asp VII. ACADEMIC INTEGRITY AND STUDENT
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Master of Social Work

Master of Social Work

Some students enter the MSW program and have taken identical or similar courses to those offered in the foundation year of the MSW curriculum. To prevent students from repeating content mastered in other courses, the School of Social Work offers students an opportunity to exempt four foundation courses: Human Development in Context I: Infancy to Adolescence (SoWo 500), Human Development in Context II: Adulthood to Older Adulthood (SoWo 505), Foundations for Evidence-Based Practice and Program Evaluation (SoWo 510), and Foundations of Social Welfare Policy (SoWo 530). Identical or similar courses must have been taken in the last five years, and grades earned for those courses must be equivalent to a “B” or better. Students interested in seeking an exemption should request a Foundation Course Exemption Form from the Plan of study advisor and attach the following supplemental documents:
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DEPARTMENT OF SOCIAL WORK

DEPARTMENT OF SOCIAL WORK

The regular Master of Social Work degree program is a 60 credit, two to four year program that includes class work, seminars, and field practicum experiences. Of the 60 credits, 42 are devoted to courses and seminars and 18 credits are allocated for field education. The Advanced Standing program is approximately 39 credits in which some or all of the foundation level courses have been waived for students who have completed an accredited BSW degree.

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ESRC Research, Social Work and Social Care

ESRC Research, Social Work and Social Care

•฀ The฀social฀work฀and฀social฀care฀research฀community฀should:฀ •฀ cultivate฀an฀alertness฀to฀ESRC฀announcements •฀ offer฀to฀act฀as฀application฀assessors฀ •฀ facilitate฀a฀culture฀of฀regula[r]

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Social work and the penal state

Social work and the penal state

The recent history of the Probation Service in England and Wales reflects decline of the belief in rehabilitation and reform (Garland 2001). It has moved from a “social work agency in the CJS” focusing on tackling the social problems that were seen as being as the root cause of offending to a risk management agency. With the introduction of Community Rehabilitation Companies (CRC) these reforms almost totally sever the link between probation and its social work roots. CRCs will supervise 160,000 offenders who are deemed to be a medium to low-risk whilst the National Probation Service will retain responsibility for high-risk offenders. The economics are fairly clear here: contracts for the supervision of low-risk offenders are much more attractive to companies as the costs will be lower. A Public Accounts Committee (PAC) report by British MPs concludes, the timetable for the introduction of these complex changes has not allowed for the new arrangements to be fully piloted. These reforms follow a pattern of other welfare reforms elsewhere in the world where private companies have been given large contracts to deliver services. Cadavino et al (1999) coined the term “punitive manageralism” to describe the shifts that had occurred within UK penal policy outlined above. In the face of persistently high crime rates, official research has shifted from the social causes of crime to an emphasis on crime prevention and the management of individual offenders (Gregory, 2007).
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Evaluating social work supervision.

Evaluating social work supervision.

Overall, the findings indicated that social workers do evaluate supervision to some degree but there was no evidence of a culture of evaluation of supervision nor of any organised approach. Only three social work participants named specific evaluation tools for supervision but did not name any developed specifically for social work. Interestingly, although over 80% of supervisors and managers described some form of evaluation, evaluation was reported by only 65% of supervisees. Whilst many social workers appeared content with their current method of evaluation, 70 social workers (48%) contributed suggestions regarding ways in which this could be assisted. These suggestions, which included requests for specific resources and training, also favoured a systematic approach and identified a co-ordinating role from an external body such as the ANZASW or SWRB.
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Inquiring into the spirit of social work

Inquiring into the spirit of social work

Spirituality is becoming a buzz word in this century, especially non-dogmatic, participatory spirituality separated, and at times in juxtaposition with, religion. At a time when neoliberal managerialist approaches to social work are eroding the relationship-based nature of practice and notions of collective responsibility for welfare; and the ‘old fashioned’ concepts like compassion, reciprocity and mutuality are no longer given prominence; there has never been a more important time to reflect on what spirituality can offer to practitioners and those that they serve.
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The Social Work Education in Turkey

The Social Work Education in Turkey

1. Late offering of social work master and doctoral programs and the acceptance of very few students: This has resulted in a small number of social work academicians and the number of trained social work academicians. This also means there are needs for academicians' in social work schools, which are rapidly growing in number, Nowadays, the number of social work academicians (professor, associate professor and assistant professor) is around 55. Not each department has even one academician according to this. Of all the academicians in all social work schools, 36% are of social work origin and 64% are of other disciplines. However, the majority of these 36% are working in social work schools in Ankara and Konya. In addition, the opening of social work bachelor’s, masters and doctoral programs is one of the biggest threats to the current status and future of the social work profession, although there are no academicians of social work origin in these programs. Students graduated from these programs learn from different professionals such as sociologists, psychologists, theologians, economists, business administrator, public administrators, philosophers, PDR (Guidance and psychological counseling)s, English language and literature, international relations, historians, medicine physician and economists. This situation causes the graduates of social work to be inadequate in the field. This also negatively affects the future of the social work profession and the attitude of the society and other professionals to social work profession.
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Practising for social work practice: Integrating knowledge and skills for social work with children and families

Practising for social work practice: Integrating knowledge and skills for social work with children and families

This paper has discussed the development and delivery of a specialist children and families module taught in the second year of an undergraduate social work degree programme. Innovative approaches including theories of learning and teaching relating to threshold theory and deeper learning have been combined with evidence based, developmental resources for practitioners to deliver a module which prepares learners with the necessary foundational skills and knowledge to develop into effective practitioners in children and families social work. An important objective has been to increase the likelihood that the student will become more engaged in the learning process and recognise that the ability to articulate their own knowledge and understanding is central to development as a critically engaged practitioner. This will, in turn, enable them to build relationships with families and pro-actively manage casework. Given the current performance driven practice environment within which children and families social work operates the integration of knowledge, skills and values in preparation for field placements is particularly important. However many students have very limited contextual experience and consequently little confidence in their capacity to retain and apply learning when confronted with the harsh reality of real world practice. Therefore one of the most important challenges for classroom based learning was to provide a substitute context for practice as a basis for knowledge development and application. The HfCF resources appear to address this gap to a considerable extent by providing both an instrumental and dialogical exemplar that promotes student praxis and maintains the momentum of the learning cycle (Kolb 1984). The student feedback suggests that the process of applying theory into practice does not fit well with linear models of teaching. Incorporating the HfCF training resources into academic teaching has enabled the students to adapt and amend their own learning approaches through the course of the module. This suggests that theory into practice is bidirectional as well as cyclical and that this approach increases the likelihood that the student social worker will know and be able to do children and families social work to the required level in their final placement.
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REDUCING HEALTH DISPARITIES IN SOCIAL WORK LICENSURE: A Report to the Minnesota Board of Social Work

REDUCING HEALTH DISPARITIES IN SOCIAL WORK LICENSURE: A Report to the Minnesota Board of Social Work

Many students who completed social work programs stated that they did not receive enough information about the licensure process, why licensure is important and how to take the exam during their studies. Participants said that often significant time lapses between when the student takes the exam and finishes their schooling. When trying to work, go to school and pay for supervision, cost becomes an issue to retaking the exam and to completing the licensure requirements. Participants recommended a better connection between education and licensure.

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