INTRODUCTION

            The Department of Social Work offers a comprehensive undergraduate social work program that is accredited by the Council on Social Work Education (CSWE).  The program is designed to prepare its graduates for entry-level professional generalist social work practice with individuals, families, small groups, organizations and communities.  The curriculum combines a sound liberal arts base with professional social work education to prepare its graduates for professional practice, life-long learning, and a productive life in an ever-changing world.  Graduates are qualified to work in a variety of social service settings including, but not limited to, child welfare, child and adult protective services, mental health, medical social services, school social work, adult and juvenile courts and corrections, nursing care facilities, American Red Cross, drug and alcohol rehabilitation, and developmental disabilities.

            This handbook is designed to introduce new students and serve as a guide for continuing students to the many important aspects of the social work program.  The program is lively and dynamic, changing constantly to provide a state-of-the-art curriculum and instruction.  Students, therefore, are encouraged to refer to the most current handbook to insure accurate information, and to remain aware of changes that have been instituted.

            If you are interested in the social work profession in general, and the social work major in particular, the social work faculty invites you to read and continually refer to this handbook as you consult with a social work faculty adviser about your professional goals.  The handbook will answer many, but not all, of your questions.

            Welcome to one of the most challenging, dynamic and rewarding helping professions.  We hope that through our combined efforts you will make the right decision.  If your decision is to pursue the BSW degree, we will work to help you successfully complete the program and become an effective professional social work practitioner.

 

I.          WINTHROP UNIVERSITY

            As stated in the Winthrop University Undergraduate Catalog, the following statements reflect the history and purpose of the University.

A.        History

            Winthrop University was founded in 1886 as a training school for teachers by David Bancroft Johnson, then superintendent of schools in Columbia, S.C.  With the backing and support of the honorable Robert C. Winthrop, chair of the Peabody Educational Fund, the "Winthrop Training School for Teachers" was established and began operations on Nov. 15, 1886.  Using the Chapel of the former Presbyterian Theological Seminary in Columbia, 17 students were enrolled.  Through the efforts of Governor John P. Richardson, the legislature in 1887 granted a charter to the school and provided scholarships for one student from each of the 34 counties of the state.  In 1891, at the urging of President Johnson and with the support of Governor Benjamin Ryan Tillman, Winthrop became a state-supported institution, and the name was changed to "The South Carolina Industrial and Normal College."  However, in 1893 the college became known as "The Winthrop Normal and Industrial College of South Carolina."  In that same year, the decision was made to move the college to Rock Hill.

            Winthrop continued to grow, eventually encompassing a beautiful 100-acre campus and 450 acre recreational area in the heart of the Carolinas.  As the campus and enrollment grew, Winthrop's mission continued to broaden.  The legislature recognized Winthrop's growth, achievements and statewide importance by granting university designation, effective in July of 1992.  Winthrop University has changed considerably over the past century, but what has not changed has been the University's commitment to excellence in education.

B.        Purpose

            Winthrop University is a comprehensive, public institution granting baccalaureate and masters degrees.  From its origins as a teacher’s college, the mission of the University has been broadened to include the liberal arts and selected professional programs.  Today, and in the foreseeable future, Winthrop University will emphasize multi-purpose identity and will continue to offer challenging academic programs of national caliber.

            All of the undergraduate programs at the University - whether or not pre-professional in orientation - are predicated upon the liberal arts and sciences.  Students at Winthrop develop the skills and gain the understandings that mark the broadly educated person.  Based upon this foundation, graduates are prepared to enter or develop in professional positions in business, industry, government, education, the arts, and human services, or to enter graduate and professional schools.

II.        DEPARTMENT OF SOCIAL WORK

A.        History

            The Social Work Program at Winthrop University developed out of a history of social welfare course offerings dating back to the 1930s.  It was first approved by the Council on Social Work Education (CSWE) in 1970 when the Council began to approve undergraduate social work programs.  In 1974, the program (then housed in the Department of Sociology) was first accredited.  In 1983, the Social Work Program was approved for departmental status and officially became the Department of Social Work.  The program was last reaffirmed from 1999 through 2007.

B.                 Social Work Program Rationale

Program Mission Statement: 

Within this larger University vision the mission of the Department of Social Work is to prepare its graduates to engage in fully competent and ethical generalist social work practice with individuals, families, small groups, organizations and communities, valuing diversity, being fully committed to the pursuit of social justice and having the tools to fully engage in the coming age of information technology.  Further, it is the Department’s mission to engage in the development and dissemination of practice relevant professional knowledge and contribute to the enhancement of community social agency program development within the context of a community that serves diverse urban, rural and Native American populations. Finally, within the context of the ethical standards of the profession, it is the mission of the Department to model policy practice activity aimed at furthering the goals of social justice for those in our service community who are suffering oppression, discrimination, poverty and/or lack of real access to the necessities of life.

Program Goals:  In pursuit of this mission the Department has set the following goals:

1.      To provide an educational experience that will result in graduating social workers competent in the ethical practice of beginning generalist social work, who understand and value the particular diversity of the community which encompasses a large African-American population, an Indian Nation and significant rural and urban areas, and who are prepared to provide leadership in the introduction and use of information technology in agency practice and who are committed to continuing their professional growth and development.

 

2.      To provide an educational experience that will result in graduating social workers who are committed to helping pursue social justice for those in the community who are suffering oppression, discrimination, poverty and/or a lack of access to the necessities of life such as health care, quality education, housing, child care or food and who are equipped to utilize the tools of policy practice to move ahead the social justice agenda.

 

3.      To engage in applied research that recognizes the unique problems and challenges faced by social agencies in the area and is disseminated in such a way that it can influence the strengthening of the quality of social work practice in our service area.

 

4.      To provide community service that strengthens the capacity of community service agencies to better serve this diverse community.

 

5.      To provide leadership in the use of information technology by social work practitioners and clients that will allow more persons to benefit from the unique contribution it can make.

 

6.      To provide leadership in demonstrating how to engage in policy practice aimed at furthering social justice for those suffering from oppression, discrimination, poverty and/or the lack of real access to the necessities of life.

Definition of Generalist Practice: 

Generalist practice, as defined by the faculty, refers to social work practice from a systems/ecological perspective, using the problem-solving process within the context of the NASW Code of Ethics to apply multiple interventions with diverse client systems at multiple levels, building on the strengths of those systems to empower them to achieve human well-being and social justice.

            "Competent beginning level generalist practice" includes the ability to apply critical thinking skills within the context of professional social work practice; to use oneself professionally; to demonstrate an understanding of the history of the social work profession and its current structures and issues; to apply a knowledge of bio-psycho-social variables that affect individual development and behavior, and use theoretical frameworks to understand the interactions among individuals and between individuals and a broad range of social systems; to demonstrate the capacity to analyze the impact of social policies on client systems, workers, and agencies; to use communication skills differentially with a variety of client populations, colleagues, and members of the community; to use supervision appropriate to generalist practice; and to function within the structure of organizations and service delivery systems, and under supervision, seek necessary organizational change.

 

Departmental Program Objectives:  As a result of Departmental activity the following will be achieved:

·        Graduates will be prepared for:

1.         Competent beginning-level generalist practice with individuals, families, small groups, agencies/organizations, and communities;

 

2.         The disciplined use of social work knowledge, skills, and values in promoting sensitivity to cultural-ethnic-human diversity and positive regard for a pluralistic society;

 

3.         The identification and compliance with the values and ethics espoused by the profession;

 

4.         The application of the scientific method to professional social work practice;

 

5.         Life-long learning, analytical and critical thinking, and effective communication fostered by the integration of a liberal arts foundation and social work education;

 

6.         The utilization of the tools of information technology that support practice and an understanding of the impact of information technology on their clients; and

 

7.         The application of social work skills to the pursuit of social justice.

 

·        Human service agencies will better serve our diverse community as a result of consultation, training, technical assistance, research and dissemination efforts provided by faculty.

 

·        Community social workers, their agencies and their clients as a result of educational and technical assistance efforts of faculty will more effectively utilize information technology.

 

·        Social justice will be enhanced, and more social workers will become involved in policy practice as a result of the leadership of faculty in the use of policy practice to advance the cause of social justice.

 

            These objectives are closely interrelated in that all revolve around people's awareness and understanding of their actions.  Sound, professional social work preparation entails conscious and responsible acquisition and application of social work knowledge, skills, and values.  Unless the generalist social work practitioner exhibits a distinguishing degree of such knowledge, skills, and values and is recognized for so doing, the preparation fails to achieve its purpose.  An effective and simultaneously useful way to demonstrate the social value of professional preparation is through channeling the expertise of professional staff members and of their students into rendering community services.  In a politically and otherwise conservative region, like the one Winthrop serves, traditional values, stereotypical attitudes, and rigid thought patterns often need to be challenged.  Only then can students move or be allowed to move forward, adopting and applying professional social work skills and knowledge.

C.        The Mission of the Department within the Mission of the University

            The Social Work Program strongly endorses the University's purpose of building upon a liberal arts and sciences foundation to help students develop the skills and understanding characteristic of "a broadly educated person."  This is demonstrated through the program's requirement of a broad selection of general education courses which, in many cases, also serves to meet the University's general education distribution requirements.  A high proportion of courses in the Social Work Program are drawn from eight traditional academic disciplines.  The professional course work builds upon and integrates concepts drawn from the liberal arts and adds theory, research and skill development from the social work profession.

            The Social Work Program’s primary objective of preparation for the first level of generalist professional social work practice is consistent with Winthrop University's overall commitment to professional preparation through "selected programs of national caliber."  Winthrop has offered undergraduate social work preparation since the mid 1930s.  It consistently sought - since CSWE developed an interest in undergraduate programs - to keep its program in harmony with CSWE guidelines and standards.

            The Social Work Program’s objective to prepare its graduates for "disciplined use of social work knowledge, skills and values in promoting sensitivity to . . . human diversity and positive regard for a pluralistic society" is directly related to a primary University goal of promoting "a culturally diverse environment" in which the University "cherishes the gifts of all its people of both genders and all races, religions, and ethnic origins."  The social work faculty consistently challenges students to examine their values and attitudes regarding others.  They challenge students to examine ways that they, as individuals and social work as a profession, might effectively bring about changes that would make our society and its institutions more humane and sensitive to the needs of others.  Faculty must teach and students are expected to learn, understand and adhere to these values, which are espoused in the NASW Code of Ethics.  Commitment to these and other specified values reflect professional commitment and must be reflected in practice.

            The curriculum also contains content throughout on human diversity and special populations.  This content relates to the University goal ". . . to impart to its students the knowledge, skills, experiences, and values necessary to enrich their lives permanently, and to meet the needs and challenges of the society in which they will live as citizens and professionals."

            The social work faculty actively engages in research and community service activities. In turn, they encourage students to engage in research and community service. Students also are encouraged to participate in activities such as the Social Work Club, professional meetings and, otherwise, prepare for life after Winthrop University.  Students are required to participate in cultural events of the University prior to graduation and also are required to have a volunteer service experience prior to entering into the senior year field practicum.  These activities are designed to promote the development of students as well rounded persons.

 

D.        Relationship of the Program to the Ethics and Values of the Profession

            The Social Work Program objectives are consistent with the ethics and values of the profession as they strive to help students examine their values, acquire the necessary base, and develop needed skills to become effective baccalaureate level social work practitioners.  Social work values such as the inherent worth of the individual, the right to self-determination, individualization, confidentiality, concern for and responsibility for others, and the nonjudgmental attitude are stressed in all social work courses.

            Students are exposed to the damaging effects of ageism, homophobia, poverty, racism, sexism, and other forms of discrimination that unjustly penalize large numbers of human beings throughout the world.  Commitment to equal opportunity and social justice is stressed.  Students are helped to understand and appreciate lifestyles with which they are not familiar and to see that "different" does not necessarily mean better or not as good as.  They are taught that people with other lifestyles, religious beliefs, sexual orientations, and viewpoints of life are of equal value and should have the same rights as the majority.  Social work students are shown the effects of the environment on the social functioning of individuals, families, small groups, organizations, and communities.

            The professional responsibility of the social worker is discussed and examined at several levels of the program.  The NASW Code of Ethics and other materials are used to explicate this issue.  This concern is dealt with as a most serious matter.  Students are helped to see that it is an ethical responsibility for the social worker to maintain the highest level of current knowledge available.  The goals of the professional relationship are meant to meet the needs of the client and not the social worker.

E.         Program Focus

            The Social Work Program’s primary goal is the preparation of students for beginning generalist social work practice.  This practice includes work with individuals, families, small groups, organizations, and communities.  A major thrust in every social work course is toward recognition that problems might best be dealt with at one of the aforementioned levels.  The social worker's responsibility is to assess the situation and use the most appropriate and effective client configuration.

            The social work curriculum is a highly structured, comprehensive program that reflects general and professional knowledge, skills and values that are necessary for effective functioning and participation in today's society.

F.                  Nondiscrimination Policy

                  The program and administration of the Social Work Department of Winthrop

University shall be conducted without discrimination on the basis of race, color, gender, age, creed, ethnic or national origin, disability, political orientation or sexual orientation.  To the degree that the Department has decision making authority, this policy shall apply to all aspects of the program including making continuous efforts to ensure equity to faculty and staff in the recruitment, retention, promotion, tenure, assignment, and remuneration of program personnel, including class, field, research, and other faculty, administrative personnel and support staff; and to students through student recruitment, admission, retention, and financial aid policies and procedures.  In addition the Department will exercise its full influence in advocating for the application of the aforementioned policies in specific situations where another administrative unit of the University holds decision-making authority affecting social work students or personnel.

III.       ADMISSIONS REQUIREMENTS AND PROCEDURES

            The Winthrop University Undergraduate Catalog states that undergraduate admission to Winthrop University is competitive.  The University admits all qualified applicants and offers equal educational opportunities regardless of race, color, sex, age, national origin, religion or handicap.

            Any student may choose to begin the major in Social Work.  After a student declares a major in Social Work through the Advising Office of the College of Arts and Sciences and completes the Application for Social Work Majors and reads and signs the Social Work Student Ethical Behavior Code (see Appendices B & C), the Chair of the Social Work Department sends a letter to the student with the name of the assigned social work faculty adviser and provides a copy of the Social Work Student Handbook.  Prior to starting the social work intervention sequence - SCWK 395, 432, 433 and 434 - the student must formally apply for admission to these major-only courses (see Appendix D).  Admittance to SCWK 395 includes a description of how they meet the requirement for 80 hours of voluntary or paid experience in the human service field, evidence that they have a 2.20 overall GPA and 2.40 in social work courses and a reaffirmation that the student will abide by the NASW Code of Ethics.

            After completing all general education requirements and social work major course requirements, including passing courses SCWK 200 through SCWK 434 with a “C” or better in each course, a 2.20 or better overall GPR, and a 2.40 in social work courses, students are eligible to enroll in the two courses which make up the final semester of field education.

            The application procedure for SCWK 443 and SCWK 463 to be taken the following spring and summer semesters takes place early in the fall semester prior to the anticipated field placement.  Applications for fall semester placements take place in early spring semester.  The student should plan to meet with his/her advisor to discuss possible field placements that are appropriate based on the student's interest and learning goals.  The student then completes the Formal Application for Field Practicum (See Appendix E) which requires the student to describe types of experience desired in his/her field placement and list the agencies of his/her preference.  The Field Instruction Coordinator then meets with the social work faculty as a whole to discuss each student's strengths and weaknesses and appropriate learning experiences in field placement.  The Field Instruction Coordinator then meets with each student and a preliminary field placement is assigned.  The student is required to interview and be interviewed by an appropriate representative of the agency, usually the agency field instructor.  Both the student and agency have the opportunity to accept or reject the placement.  Except in rare occasions, the student knows of his/her field placement before the end of the semester preceding the field experience.

 

IV.       DEGREE REQUIREMENTS

A.        Liberal Arts Perspective

            The Bachelor of Social Work at Winthrop is a program that prepares students for entry level positions as generalist social workers.  Social work students, like all other students at Winthrop, are required to complete a selection of general education courses.  The Winthrop University Undergraduate Catalog suggests that these General Education Distribution

 

Requirements are designed to develop in each student:

1.                 the ability to listen, read, understand, and express ideas clearly and effectively in oral and written standard English;

2.                 the quantitative skills necessary to conduct day-to-day activities and to use in  professional fields;

3.         the ability to identify and access written, technological and human sources of information, as well as critique and evaluate the same;

4.                 a knowledge, understanding and appreciation of world cultures;

5.                 a basic knowledge and understanding of the scientific method, procedures and limitations of scientific proof;

6.                 an awareness of and appreciation for many of the cultural values inherent in the arts and humanities and how these relate to oneself; and

7.                 an ability and will to grow personally and accept responsibility to make contributions to society.

B.        The General Education Distribution Requirements are as follows:

Principles of the Learning Academy -- 0-1 (Required of first-time entering freshmen

only)

Critical Writing and Critical Thinking..................................................................... 6 hours

WRIT 101................................................................................................................... 3 hours

CRTW 201.................................................................................................................. 3 hours

 

Quantitative Skills.................................................................................................... 3 hours

 

CTQR 150 or MATH 105 or MATH 201 or a ........................................................... 3 hours

MATH course with MATH 201 as a prerequisite

 

Logic/Language/Semiotics....................................................................................... 6 hours

 

Three hours may be met by major, select from:

CSCI, PHIL 220 or 225, SPCH 201, MATH, QMTH............................................. 3-6 hours

 

Oral Communication: see approved list......................................................................... 3 hours

 

Skills for a Common Experience and Thinking Across Disciplines....................... 9 hours

GNED 102.................................................................................................................. 3 hours

Global Perspectives: see approved list........................................................................... 3 hours

Historical Perspectives: see approved list...................................................................... 3 hours

Developing Critical Skills and Applying them to Disciplines.......................... 22-28 hours

Natural Science: see approved list

Lab Science in Earth or Physical Sciences..................................................................... 4 hours

Social Science: met by major........................................................................................ 0 hours

Humanities and Art: see approved list, 2 designators...................................................... 6 hours

Intensive Writing: met by major..................................................................................... 0 hours

Constitution Requirement: met by major........................................................................ 0 hours

C.        Social Work Major Requirements:

            General Education Courses

Social work majors complete 30-31 hours of required general education courses, and 44 hours of social work major requirements that are as follows:

ACAD 101      Principles of the Learning Academy (3)

ANTH 201      Cultural Anthropology

CSCI   101      Introduction to Computers and Information Processing (3)

CTQR 201       Quantitative Methods in Critical Thinking (3)

ECON 103      Introduction to Political Economy (3)

GNED 102      Human Experience: Who Am I? (3)

MATH 141      Stats; or QMAT 205 or SOCL 316 (3)

PLSC 201        American Government (3)

PSYC 101       General Psychology (3)

SCIE    301      Biology of Aging (3)

SOCL 201       Principles of Sociology (3)

Approved Intensive Oral Communication Course (3)

            Social Work Major Courses

SCWK 200     Introduction to Social Work (3)

                        Prerequisite: CSCI 101 or equivalent   

                        Co-requisite: SCWK 201

            SCWK            201     Introduction to Social Work Lab (1)

Co-requisite: SCWK 200

SCWK 305     Human Behavior in the Social Environment (3)

Prerequisites:    ANTH 201, PSYC 101, SCIE 301, SCWK 200, SOCL 201 (may be taken concurrently)

SCWK 306     Working with Multi-cultural Client Systems (3)

Prerequisites: SCWK 305

(may be taken concurrently or with permission of the instructor)

SCWK 321     Social Welfare as a Social Institution (3)

Prerequisites: ECON 103, PLSC 201, SCWK 200

(may be taken concurrently)

SCWK 330     Research Methods for Social Work (3)

Prerequisites: SCWK 200 (may be taken concurrently)

 

            SCWK 395     Social Work Intervention I (3)

Prerequisites: SCWK 200, SCWK 305, SCWK 306

 (may be taken concurrently), SCWK 321 (may be taken concurrently), SCWK 330 (may be taken concurrently) Social Work Majors Only

 

SCWK 432     Social Work Intervention II (3)

Prerequisite: SCWK 395, Social Work Majors Only

 

SCWK 433     Social Work Intervention III (3)

Prerequisite: SCWK 395, SCWK 432 (may be taken concurrently)

Social Work Majors Only

                       

SCWK 434     Interpersonal Helping Skills in Social Work Practice (3)

Prerequisites: SCWK 395, SCWK 432 (may be taken concurrently), SCWK 433 (may be taken concurrently), Social Work Majors Only

 

SCWK 443     Social Work Field Instruction (12)

Prerequisites:    SCWK 395, SCWK 432, SCWK 433, SCWK 434,

Social Work Majors Only, Lab Fee:  $85.00

Corequisite:      SCWK 463

 

SCWK 463     Social Work Field Seminar (2)

Prerequisites: SCWK 395, SCWK 432, SCWK 433, SCWK 434,    

Social Work Majors Only

Corequisite:      SCWK 443

Social Work Elective

            Two three credit hour social work electives other than SCWK 202.

Course sequencing     (See Appendix A)

            Students take the Introduction to Social Work (SCWK 200 and 201) at the beginning of the sophomore year.  By the time they take Social Welfare as a Social Institution (SCWK 321), they will have normally completed the general education courses required as prerequisites for the social work courses.  The first social work intervention course (SCWK 395) will normally be taken in the last semester of the junior year and the other 3 courses (SCWK 432, 433, 434) during the first semester of the senior year. The two field courses will be taken the last semester in the program.

Minors,  second majors and certificate programs

 A candidate for the BSW degree may elect to complete a minor or second major either through use of elective credits or through additional credits beyond those required for the social work program.  Majors are also encouraged to consider completing the gerontology certificate program.

D.        Objectives and Requirements of the Field Practicum:

            The objectives of the field practicum (SCWK 443 & 463) are to:

 

1.                  provide opportunities for students to apply their theoretical knowledge and skills to practical situations in supervised social work field settings;

 

2.                  afford students the opportunity to learn about and work within an agency structure, interpreting and implementing policies, programs and services;

 

3.                  increase the students' knowledge of the wide range of agencies and human services in the community;

 

4.                  foster the students' internalization of social work principles, values and ethics, and to provide opportunities to practice and continually evaluate them in professional relationships;

 

5.                  enable students to use their knowledge and understanding of and sensitivity to human diversity in working with special populations such as the elderly, disabled, gays and lesbians, ethnic and racial minority groups and women;

 

6.                  enable students to achieve competency at the entry level of generalist social work practice; and

 

7.                  enable students to evaluate their practice and assess their own professional growth and development.

 

            The learning objectives for the field practicum assure that the students acquire the necessary knowledge, skills, and values to practice competently at the entry level of generalist social work practice.  These objectives include the acquisition of:  (a) knowledge of agency services, policies and procedures, and resources within the agency; (b) skill in working directly with the client system (individual, family, small group, organization, or community) including the ability to define the dynamics of the client's problem, obtain relevant information, and to make an assessment; (c) skill in selecting and implementing an intervention plan; (d) skill in using research methods to evaluate the extent to which the objectives of the intervention plan are achieved; (e) skill in the referral process; (f) verbal and written communications; (g) knowledge of and a commitment to social work values and ethics; and (h) knowledge of how to use supervision and consultation to promote personal and professional growth and development.

E.         Curriculum Design

            Students are required to complete a minimum of 520 clock hours in an agency that delivers human services.  Students are in the field one semester (after completing all other required social work courses) and are generally expected to be in their field placement Monday through Friday.  They are required to observe agency operating hours.  In some settings, students make adjustments in their schedules to accommodate client and agency needs.  For example, in residential settings students participate in learning experiences that requires them to visit the agency at night, on the weekend, or at other "off hours."

            The University provides professional liability coverage for students who have paid the Field Lab Fee.  Students also are required to keep a daily log of their experiences in their field setting and to complete a self-assessment at the end of each semester.  (See Field Instruction Manual.)  In addition, they must complete the Student Evaluation of the Field Experience.  (Also see Field Instruction Manual.)

 

F.         Description of Field Practicum

            Students receive 12 credit hours for Field Instruction, which require them to spend five, eight-hour days per week, for a period of 13 weeks in the field setting.  It is a block pattern and students are in the field one full semester.  Five hundred twenty clock hours for the semester constitute the minimum requirement for the amount of time in the agency placement.

            Educational objectives of the field practicum are directly related to the students' activities and assignments.  Students are provided learning experiences in the following categories to achieve the learning objectives:  (a) activities that provide an opportunity for students to acquire knowledge of agency services, policies and procedures, and resources within the agency;

(b) experiences working directly with various client systems which help students develop skills in making initial contact, obtaining accurate and appropriate information for understanding the client's problem(s), selecting and implementing an intervention plan, and evaluating the results of the intervention; (c) experiences which help students develop knowledge about resources within the community and making referrals to other agencies; and (d) practice activities that provide opportunities for students to develop skills in written and verbal communication.

            The Field Instruction Manual, which includes Suggested Guidelines for Field Instruction Activities and a Course Syllabus, is provided for field instructors and students to help guide the practicum experience.  The manual helps to provide structure and organization of learning experiences that are designed to expose students to opportunities for professional skill development.  (See the Field Instruction Manual for details on field practicum expectations and requirements.)

 

V.        SOCIAL WELFARE MINOR

            The social welfare minor is designed for students interested in the general social welfare field who do not plan to enter into professional social work practice.  It offers students an opportunity to learn about the historical development of social welfare institutions, social welfare policies, programs and services, and the various contexts in which the helping professions are practiced.  It also addresses major social problems and issues that challenge the helping professions.  Social welfare minors are required to take the following courses:

            SCWK 200                 Introduction to Social Work.............................................. (3)

........... SCWK 201                 Introduction to Social Work............................................... (1)

            SCWK 202                 Specialized Volunteer Experience...................................... (3)

            SCWK 321                 Social Welfare as a Social Institution.................................. (3)

            SCWK Electives          ......................................................................................... (9)

 

VI.       ADVISEMENT

            The Social Work Department is housed in the College of Arts and Sciences, and is therefore governed by its policies and regulations.  The College of Arts and Sciences' Adviser Manual defines academic advising as "assisting students to realize the maximum educational benefits available by helping them to better understand themselves, and to learn to use the resources of an educational institution to meet their special needs and aspirations."  The manual goes on to spell out in great detail the advising process at Winthrop University.  The Social Work Department follows this manual and goes even further to ensure that students are given individualized academic and career advising.

            The social work faculty is strongly committed to academic and career advising and encourages students to come in and discuss their educational and career objectives and concerns.  Most students do this much more than the required two times a year.

            A general advising session for all social work majors is held each semester.  It is extremely important for students to attend these meetings.  Each student should check with the Department Office to find the advising schedules.  At these sessions, students are introduced to or reminded of important aspects of the program (i.e., GPA requirements, required volunteer experience, the proper sequencing of courses, professional liability insurance for field instruction, etc.).  Students also are strongly urged to consult with their faculty adviser when they have any questions about the program in general or their own specific situation.  Students need to check out all rumors and clarify policy concerns with their faculty adviser.

            Advising sessions are used to help students examine their educational performance, career objectives, and how the two relate.  The faculty member and student examine the student's views on social work and social welfare, his or her values as compared to that of the profession, and his or her progress towards successfully completing the program.  Problem areas are identified early and acted upon.  Often, individual situations are discussed by the social work faculty as a whole in order to find an acceptable solution to a specific problem.

            Students are expected to inform both the department administrative assistant and the Registrar of change in their addresses and telephone numbers so they may receive departmental communication as needed.  A bulletin board and general mailboxes are available to all students and are also used to disseminate certain information to students.  The social work faculty continuously tries to encourage as much out of class contact with students as possible.

VII.     TRANSFER CREDIT POLICY

            As stated in the Winthrop University Undergraduate Catalog, Winthrop University accepts transfer credits from other regionally accredited institutions of higher education provided the course(s) is/are comparable in subject matter and level of study to Winthrop's Curriculum (general education or major requirement).  The student must have earned a C or better in the course for which transfer credit is sought.  Refer to the Undergraduate Catalog for specific allowances and restrictions.      

            In addition to the University policy, the Department of Social Work will accept transfer credit for courses comparable to those required for the major that were taken at a CSWE accredited program.  In most cases, a student may not receive transfer credit for more than one of the social work intervention courses: SCWK 395 (Social Work Intervention I), SCWK 432 (Social Work Intervention II), SCWK 433 (Social Work Intervention III),  SCWK 434 (Interpersonal Helping Skills In Social Work Practice).  SCWK 443 (Social Work Field Instruction), SCWK 463 (Social Work Field Seminar) must be taken at Winthrop.

            Before a transfer student is admitted into the Social Work Program, the College of Arts and Sciences Advising Office must evaluate the student's academic records.  It is the policy of that office to consult with the social work department chair regarding any courses that clearly do not appear to be comparable to the courses required for the social work major.  The department chair may accept or reject a course for transfer credit based on an evaluation of the course description and/or accreditation status of the institution's social work program.

             While transfer credits are not granted for life experiences, students may satisfy a departmental requirement that calls for 80 hours of approved volunteer or paid experience in a human service setting prior to entry into SCWK 395.  If a student is interested in having any prior experience considered to meet the requirement, he or she should consult with his or her assigned faculty adviser at or before such time as application to enter SCWK 395 is made.

VIII.    STUDENTS RIGHTS AND RESPONSIBILITIES

A.        Students Rights

            All students of Winthrop University are governed by the Student Conduct Code (revised and adopted by the Winthrop University Board of Trustees 6-19-90).  In keeping with the philosophy and purpose of Winthrop University, each student in the BSW program has the right to a quality education that prepares him/her for the entry level of the social work profession and has the right to be treated fairly and with dignity by members of the social work faculty and staff.

            Social Work students have the right to consult with their faculty adviser or any social work instructor concerning their educational process.  In keeping with the expectation of a quality education, the student has a right to have classes start on time and to have appropriate notification of absence of the instructor; the student has a right to a course syllabi that clearly states learning objectives of knowledge, attitudes and values and skills which students will receive at the beginning of any course.  The syllabus is viewed as an individual course contract to be fulfilled by the instructor and the student, both having specific responsibilities and obligations.  Also, the student has a right to teaching competence and quality to achieve the goal of the stated learning objectives, particularly when subsequent courses depend upon the accomplishment of those objectives.  Instructors have a co-equal right to have the student complete all assignments both in quantity and quality.  Students have a right to a fair grade based on evaluations relevant to content and purpose of the course and to be informed on an early and continuing basis of the quality of their work.  Students have the right and responsibility to evaluate both the course and instructor.

            Students have the right to appeal differences as outlined in the Winthrop University Student Handbook and Winthrop University Undergraduate Catalog.  Students are urged to read the following:  Student Conduct Code; Appeals of Academic Dishonesty Charges; Sexual Harassment Policy; Drug Policy; Discrimination Grievances; Judicial Council; The Committee on Academic Conduct; and Appeal of Academic Dishonesty Charges.

B.        Students Responsibilities

Students are responsible for initiating their application for membership in NASW prior to the first day of field placement.

C.        Appeal and Grievance Procedures

            In cases in which a student believes that his or her rights have been disallowed or violated, he or she should pursue the following steps.

 

1.                  Request a meeting with the appropriate faculty member or agency field instructor to discuss the issue(s) and to seek a satisfactory resolution.

 

2.                  If the student believes that he or she has not received a satisfactory resolution at the first level, a request may be made for a meeting with the faculty member against whom the grievance is being brought and the student's faculty adviser to seek a satisfactory resolution.  If the faculty adviser is the person against whom the grievance is being brought, the student may ask any other social work faculty member to sit in to serve as mediator.

 

3.                  If a satisfactory resolution still has not been reached, a meeting between the student, faculty member against whom the grievance is brought, and the department chair should be arranged.

 

4.                  If the previous step also fails to lead to a satisfactory resolution, the student may request a hearing before the social work faculty as a group.  At such a meeting, the student may bring a faculty member from another department, agency field instructor, student or someone otherwise able to serve as an advocate for the student to assist in the resolution of the grievance brought forth.  After hearing the student's grievance and any supporting evidence, the social work faculty as a group will make a decision.  The decision must be written and mailed to the student within 72 hours of the hearing.

            If for any reason the student remains dissatisfied with the decision reached by the social work faculty, he or she may pursue the matter with the Associate Dean of the College of Arts and Sciences, if the matter is of an academic nature.  If the matter is of a non-academic nature, the student should initiate contact with the Associate Dean for Student Development.

Beyond this point, protocol for academic matters is as follows:

            1.         Dean, College of Arts and Sciences

            2.         Vice President for Academic Affairs

            3.         President

            4.         Board of Trustees

            For non-academic matters, a student should follow the procedures set forth in the University Student Handbook regarding the judicial process.

 

 

D.        Termination Policy

            Once a student has been admitted into the social work program, he or she is assigned a faculty adviser with whom regular advising conferences should be held.  The faculty adviser assumes primary responsibility for notifying a student, upon receiving information that suggests problems associated with the student's academic performance, about the student's status in the social work program.

            Several conferences may be held to help resolve any difficulties a student may be experiencing.  If a satisfactory resolution cannot be reached, the student may be advised to withdraw from the program.  The faculty adviser has a responsibility to help the student explore other alternatives, i.e., professional counseling, change of major and/or withdrawal from school.

            A student may be required to withdraw from the social work program for any of the following reasons:

 

1.         Violation of the NASW Code of Ethics.

 

2.         Failure to earn a C or better in all social work courses and a cumulative grade point ratio (GPR) of 2.20 overall and 2.40 in social work courses by the time he or she is to enroll in the field practicum and seminar.

 

3.         Failure to meet the minimum hours required to successfully complete the field practicum.

 

4.         Failure to satisfactorily achieve the competencies specified in the field practicum course.

 

5.         Violation of the Winthrop University Student Conduct Code.

 

 

IX.       GRADES AND ACADEMIC REGULATIONS

            Grades for social work courses adhere to the description in the Catalog.  The semester in field placement (SCWK 443) is graded on a S/U basis (See the Winthrop University Undergraduate Catalog on "Academic Probation and Academic Ineligibility").

Winthrop University Undergraduate Catalog

X.        HONORS PROGRAMS

            All BSW students are urged to carefully review the Programs for Superior Students described in the Undergraduate Catalog and participate in either or both when appropriate.

A.        Freshman Honors Program

            The Freshman Honors Program is open to all majors and offers students a challenging and innovative program while at the same time meeting Winthrop's general education requirements.  Centered around the idea of course clusters, the Freshman Honors program offers a special context for accelerated learning and personal growth.  A small number of students share the learning experience by taking the same classes with integrated themes and exceptional faculty.

For more information, contact the Freshman Honors Program Director.

B.        Honors Program

            The Honors Program at Winthrop University seeks to encourage and enhance the intellectual growth of students through a program of small enrollment courses taught by high quality faculty who prompt active student participation and interaction.  The program seeks to capture the imagination and to foster the joy of learning by constructing a challenging, personalized learning environment that:

1.     facilitates the development of analytic problem-solving skill,

2.     promotes both independent and cooperative learning along with presentation skills,

3.     integrates knowledge across traditional course and discipline boundaries, and

4.     enriches learning opportunities through multicultural and international studies.

These goals are met through linking the opportunities offered in the Freshmen Honors and Honors Programs with individual needs and abilities of students. 

For more information, contact the Honors Program Director.

XI.   STUDENT AND PROFESSIONAL ORGANIZATIONS

            Students are urged to become active participants in student life through membership in the numerous organizations on campus and listed in the Catalog.  The Social Work Club provides social work students an opportunity to socialize and organize activities that meet their special interest.  The Social Work Club provides the forum by which social work students, both club members and others, communicate collectively with faculty by speaking in their own behalf regarding educational related concerns. The Social Work Club’s Departmental Advisory Committee provides social work majors with a vehicle to channel input into curriculum policy, program development and evaluation.

            Students are encouraged to attend local, state and national meetings of NASW.  Often scholarships or work at conferences are available to offset the cost of conference fees (students receive a reduced rate) and travel.

APPENDICES

Appendix A

 

2006-2007 Undergraduate Catalog

SOCIAL WORK CURRICULUM PLAN FOUR YEAR PROGRAM FOR BACHELOR OF SOCIAL WORK DEGREE

Students are required to complete all (non-elective) general education courses prior to enrollment in the social work professional foundation courses listed on attached sheet.  All social work courses must be taken in sequence and must be completed before entering Field Instruction and Seminar courses.

1ST TERM Freshman Year

2ND TERM Freshman Year

ACAD 101

Principles of the Learning Academy

1

ANTH 201

Cultural Anthropology

3

ECON 103

Introduction to Political Economy

3

GNED 102

Human Experience: Who am I?

3

CSCI 101

Introduction to Computers and

PSYC 101

General Psychology

3

Information Processing

3

SOCL 201

Principals of Sociology

3

CTQR 150

Quantitative Methods in Critical Thinking

3

Historical Perspective Elective

3

PLSC 201

American Government

3

WRIT 101

Composition

3

Credit Hours

16

Credit Hours

15

Sophomore Year

Sophomore Year

CRTW 201

Critical Reading, Thinking, & Writing

3

Elective

SCWK 202  recommended

3

Global Perspective Elective

3

SCIE 301

Biology of Aging

3

Humanities & Arts Elective

3

SCWK 200

Introduction to Social Work

3

MATH 141

Stats; QMATH 205 – Applied Stats I

3/4

SCWK 201

Introduction to Social Work Lab

1

OR SOCL 316 – Social Research (4)

Humanities & Arts Elective

3

Elective

3

Elective

3

Credit Hours

15/16

Credit Hours

16

Junior Year

Junior Year

SCWK 305

HBSE

3

SCWK 306

Working w/ Multicultural Client Syst.

3

SCWK 321

Social Welfare as a Social Institution

3

SCWK 330

Research Methods

3

Approved Oral Communication

3

SCWK 395

Social Work Intervention I

3

Natural Science (Lab course)

4

Social Work Elective

3

Elective

3

Elective

3

Credit Hours

16

Credit Hours

15

Senior Year

Senior Year

SCWK 432

Social Work Intervention II

3

SCWK 443

Field Instruction

12

SCWK 433

Social Work intervention III

3

SCWK 463

Field Seminar

2

SCWK 434

Interpersonal Working Skills

3

Social Work Elective

3

Elective

3

Elective

1-2

Credit Hours

16-17

Credit Hours

14

*

Prerequisite for SOCL 316. Note: If SPCH 201 is not taken as the approved oral communication course, then 3 hours of Logic/Languages or Semiotics will need to be taken.

 

 

Appendix B

Social Work Student Ethical Behavior Code

Pursuant to Winthrop University’s Student Conduct Code (Winthrop University 2003-2004 Catalogue) and with the NASW Code of Ethics regarding Dishonesty, Fraud, and Deception and Unethical Conduct of Colleagues, (refer to the below sections) students are asked to sign the conduct pledge at the bottom of this page.

 

NASW Code 4.04 states that “Social workers should not engage in, condone, or be associated with dishonesty, fraud, or deception.”

 

NASW Code 2.11a states “Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues.”

 

NASW Code 2.11 d states “When necessary, social workers who believe that a colleague has acted unethically should take action through appropriate formal channels.”

 

 

Conduct Pledge:

 

I agree to abide by the NASW Code of Ethics. I affirm that I have completed and will complete all requirements for this program without the use of fraud, dishonesty or deception.  I have completed and will complete the out of class assignments on my own without any help from any other person (including non social work majors, family, friends, co-workers, internet chat rooms, etc.) unless otherwise instructed.  I affirm that unless otherwise instructed I have completed and will complete the “in class” portion of exams with no help from other people, notes, phones, or any other means once the exam began.  I have not and will not misrepresent my participation in any required activity.

 

I further affirm that I will share with the appropriate instructor or the Department Chair knowledge of any other student in the program who acts in a dishonest or deceptive way, who cheats, who receives help from any other person, who misrepresents their participation in required activity, or who conducts themselves in an inappropriate way related to the completion any of the requirements of the Social Work Program.

 

 

______________________________________________________                   _______________

            Student Name                                                                                                                                           Date

 

Consequences of breaching this pledge can range from academic sanctions, being expelled from the Social Work Program or being suspended from the University.

 

 

 

 

 

 

 

 

Appendix C

Winthrop University

Department of Social Work

APPLICATION TO BSW PROGRAM (B1)

 

 

Students: This form must always contain current information.  You MUST inform the Social Work Administrative Assistant of any changes in name, address, and/or phone number.

 

 

Date:______________________________________________________________________________

 

Name:_____________________________________________________________________________

 

Social Security #: ____________________________________________________________________

 

Advisor:___________________________________________________________________________

 

Winthrop Address:___________________________________________________________________

 

__________________________________________________________________________________

 

Email Address:______________________________________________________________________

 

Phone: Winthrop:__________________________________ Work:_____________________________

 

Place of Employment:_______________________________ Hours:____________________________

 

Home Address:______________________________________________________________________

 

__________________________________________________________________________________

 

Home Telephone:____________________________________________________________________

 

Catalog Declared:____________________________________________________________________

 

Expected Graduation Date:______________________________________________________________

 

By declaring my intention to pursue a Bachelor of Social Work Degree, I recognize my obligation to keep myself

informed of the requirements necessary for the successful completion of this program leading to a BSW. 

I have reviewed the Social Work Student Handbook, am conversant with my rights and responsibilities as a social

work major and agree to abide my the NSAW Code of Ethics.

 

 

Name:______________________________________ Date:___________________________________

 

Appendix D

Winthrop University Department of Social Work   APPLICATION FOR ADMITTANCE TO SCWK 395   (Please type or print clearly)
Name			Date:
Local address			Social Security Number:
Local phone number			Expected Date of Graduation:
Email address			Advisor’s Name:
I currently have a GPA of:
Overall:   ________________________                       2.20 overall required                  In SCWK:   ________________________                       2.40 in all social work courses
I have completed SCWK 202 or have documented 80 or more hours of volunteer or paid work in a social agency. Documentation is attached.
I attest to the truth of this declaration, have reviewed my rights and responsibilities as a social work major as outlined in the Social Work Student Handbook and renew my agreement to abide by the NASW Code of Ethics.
Signed				Date
Student’s signature
Signed				Date
Advisor’s signature

Appendix E

Winthrop University

Department of Social Work

Formal Application for Field Instruction

 

**Please type or print clearly

 

                                                                                                                Date:_____________________________________

Name:____________________________________                 Student ID#:_______________________________

Address:__________________________________                 Phone:___________________________________

_________________________________________                 Email:____________________________________

Home Address:_____________________________                 Home Phone:_______________________________

_________________________________________                

_________________________________________

Expected date of graduation:___________________                 Advisor:__________________________________

GPA (Major)_______________________________                 GPA (Overall)______________________________

Do you have a valid Driver’s License?     Yes_____     No _____

License Number and State:__________________________________         Car available? Yes ____  No ____

Volunteer Field Placement:

Agency:________________________________________________         Phone:_________________________

Date(s):________________________________________________         ______________________________

Supervisor:______________________________________________

**Attach evaluation of your volunteer work

Course #	Course Title	Grade	Semester
SCWK 200	Introduction To Social Work
SCWK 201	Introduction To Social Work Lab
SCWK 305	Human Behavior in the Social Environment
SCWK 306	Multi-Cultural Client Systems
SCWK 321	Social Welfare as a Social Institution
SCWK 330	Research Methods for Social Work
SCWK 395	Social Work Intervention I
SCWK 432	Social Work Intervention II
SCWK 433	Social Work Intervention III
SCWK 434	Interpersonal Helping Skills
Elective
Elective
Elective
Elective

 

 

 

 

List in order of preference, type of agency you are most interested.

 

1.         ____________________________________________________________________________

 

2.         ____________________________________________________________________________

 

3.         ____________________________________________________________________________

 

 

If you have a special physical or learning need, you are encouraged to discuss this with the Field Coordinator at the time of your initial interview with the Field Coordinator.

 

Each student applying for a field placement must write an essay which is to be submitted at the same time as the Formal Application for Field Instruction. 

This essay should be typed, double-spaced and attached to both the copy for the Coordinator of Field Work and the copy for the Advisor. 

The length of the essay should not exceed two pages.

 

Content of the essay should:

 

1.                    Describe any special skills you possess; such as interviewing, problem solving, crisis intervention, etc.;

2.                    Discuss any personal attributes of characteristics that you feel would be assets to you as a social worker;

3.                    Discuss any limitations or weaknesses that you feel need to be addressed in field work;

4.                    Summarize the salient aspects of your volunteer or paid work experience and class experiences that influenced your preference for a field instruction experience;

5.                    Identify the types of learning experiences that you want to learn from your field placement;

6.                    Include any additional information that you think would be helpful in making the decision regarding your placement.

 

_________________________________________

Name

FIELD INSTRUCTION RELEASE OF INFORMATION FORM

I hereby authorize the Field Coordinator for the Department of Social Work to release and share with any potential and/or assigned field instructor, information from my academic record that could assist me in the successful selection and completion of the field experience.  This release is granted until I complete my field experience.

 

                                                                                               

Appendix F

NASW CODE OF ETHICS

Ethical Principles

The 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 respected fashion, mindful of individual differences and cultural and ethnic diversity.  Social workers promote clients’ socially responsible self-determination.  Social workers 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.

 

 

 

National Association of Social Workers (1996). Washington, DC:  Code of ethics, pp. 5-6.  Washington, DC:  Author.

 

 

 

Appendix G

Council on Social Work Education

Educational Policy and

Accreditation Standards

 Copyright © 2001, Council on Social Work Education, Inc. All rights reserved.

Sections renumbered December 2001, released April 2002, corrected May 2002, July 2002, November 2002.