Student Learning Outcomes

MSW PROGRAM STUDENT LEARNING OUTCOMES

COUNCIL ON SOCIAL WORK EDUCATION’S (CSWE) COMPETENCIES 

 

The MSW program has 9 foundation competencies and 31 corresponding practice behaviors that identify the professional practices expected of social work students. There are 9 concentration competencies and 15 corresponding practice behaviors that focus on Advanced Social Work Practice with Deaf and Hard of Hearing populations that identify the professional practices expected of social work students who will work with deaf and hard of hearing populations.

 

Foundation Year Competencies:

 

Competency 1: Demonstrate Ethical and Professional Behavior

•    PBF1: make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;

•    PBF2: use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;

•    PBF3: demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;

•    PBF4: use technology ethically and appropriately to facilitate practice outcomes; and

•    PBF5: use supervision and consultation to guide professional judgment and behavior.

Competency 2: Engage Diversity and Difference in Practice

•    PBF6: apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;

•    PBF7: present themselves as learners and engage clients and constituencies as experts of their own experiences; and

•    PBF8: apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

 

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice

•    PBF9: apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and

•    PBF10: engage in practices that advance social, economic, and environmental justice.

 

Competency 4: Engage In Practice-informed Research and Research-informed Practice

•    PBF11: use practice experience and theory to inform scientific inquiry and research;

•    PBF12: apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and

•    PBF13: use and translate research evidence to inform and improve practice, policy, and service delivery.

 

Competency 5: Engage in Policy Practice

•    PBF14: Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;

•    PBF15: assess how social welfare and economic policies impact the delivery of and access to social services;

•    PBF16: apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

 

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

•    PBF17: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and

•    PBF18: use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

•    PBF19: collect and organize data, and apply critical thinking to interpret information from clients and constituencies;

•    PBF20: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;

•    PBF21: develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and

•    PBF22: select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

•    PBF23: critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;

•    PBF24: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;

•    PBF25: use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;

•    PBF26: negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and

•    PBF27: facilitate effective transitions and endings that advance mutually agreed-on goals.

 

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

•    PBF28: select and use appropriate methods for evaluation of outcomes;

•    PBF29: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;

•    PBF30: critically analyze, monitor, and evaluate intervention and program processes and outcomes; and

•    PBF31: apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

 

E.P. 2.1: Concentration year specialization builds on foundation year generalist practice as described in EP 2.0, adapting and extending the social work competencies for social work practice with Deaf and Hard of Hearing populations.

Concentration Year Competencies:

 

Competency 1: Demonstrate Ethical and Professional Behavior

•    PBC1: practice personal reflection, self-correction, effective communication in American Sign Language and English, and ethical reasoning to assure continual professional development in advocacy and practice with deaf and hard of hearing populations.

•    PBC2: use advanced differential assessments, interventions, and evaluations responsive to changing technological developments and emerging evidence-based models of practice in diverse contexts for deaf and hard of hearing populations.

 

Competency 2: Engage Diversity and Difference in Practice

•    PBC3: understand diversity in a broad sense that recognizes the ways in which a culture’s structures and values may oppress, marginalize, alienate, or enhance privilege and power among deaf and hard of hearing people.

•    PBC4: gain sufficient self-awareness to minimize the influence of personal biases and values in working with diverse groups of deaf and hard of hearing people.

 

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice

•    PBC5: understand the forms and mechanisms of oppression and discrimination impacting deaf and hard of hearing populations.

•    PBC6: work with deaf and hard of hearing populations to advocate for human rights and social and economic justice.

 

Competency 4: Engage In Practice-informed Research and Research-informed Practice

•    PBC7: Integrate practice experience to inform scientific inquiry in designing and implementing research studies with deaf and hard of hearing populations.

•    PBC8: apply research findings to support evidenced-based practices with deaf and hard of hearing populations.

 

Competency 5: Engage in Policy Practice

•     PBC9: analyze, formulate, collaborate, and advocate for disability policies that advance societal wellbeing within deaf and hard of hearing populations.

 

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

•     PBC10: apply theories, models, and the best available evidence in assessment with deaf, hearing, and hard of hearing systems of all sizes to understand strengths, problems, and social justice issues in systems of all sizes, locally and globally

 

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

•    PBC11: utilize theoretical frameworks to guide differential assessments for effective social work practice with deaf, hearing, and hard of hearing people in systems of all sizes.

•    PBC12: identify and analyze evidence-based interventions designed to meet the unique needs of deaf and hard of hearing populations.

 

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

•    PBC13: implement evidence informed prevention interventions using theoretical frameworks that meet the needs and enhance the capacities of deaf and hard of hearing systems.

 

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

•    PBC14: utilize theoretical frameworks, models, and research for guiding differential assessments and practice evaluation with deaf, hearing, and hard of hearing people in systems of all sizes.

•    PBC15: evaluate evidence-based interventions designed to meet the unique needs of deaf and hard of hearing populations and use critical thinking to evaluate the appropriateness, adapt, and modify assessment tools and approaches.

 

 

 

 

SCHOOL SOCIAL WORK FOCUS STUDENT LEARNING OUTCOMES

NATIONAL ASSOCIATION OF SOCIAL WORKERS

SCHOOL SOCIAL WORK STANDARDS

 

In addition to the Council on Social Work Education’s (CSWE) Competencies, the National Association of Social Workers (NASW) identifies eleven professional standards for school social workers, which are met in the MSW Program. These Standards were developed under the auspices of the National Association of Social Workers. The following guiding principles are reflected in these standards:

1. Educational Reform

2. Social Justice

3. Multi-tier Intervention

 

Foundation School Social Work Standards and Practice Behaviors

 

Foundation Year School Social Work Students will:

Standard 1: Ethics and Values:

School social workers shall adhere to the ethics and values of the social work profession and shall use the NASW Code of Ethics as a guide to ethical decision making, while understanding the unique aspects of school social work practice and the needs of the students, parents, and communities they serve.

PBFSSW3: Apply ethical decision making skills while understanding the unique aspects of school social work and the needs of students, families, & communities they serve

PBFSSW8: Advocate for policies that promote student and family’s wellbeing and optimizes the opportunity to be successful in school

 

Standard 2: Qualifications:

School social workers shall meet the provisions for professional practice set by NASW

and their respective state department of education and possess knowledge and understanding basic to the social work profession as well as the local education system.

PBFSSW7: Demonstrate specialized knowledge and understanding of the historical context of school social work, educational reform, educational laws and policies

 

Standard 3: Assessment:

School social workers shall conduct assessments of individuals, families and

systems/organizations (namely, classroom, school, neighborhood, district, state) with the goal of improving student social, emotional, behavioral, and academic outcomes.

PBFSSW10: Conduct systematic assessment, data gathering at multiple levels using a variety of methods to assess the needs, characteristics and interactions of students, families, and school environment

 

Standard 4: Intervention:

School social workers shall understand and use evidence-informed practices in their

interventions.

PBFSSW9: Stay current with school based intervention research and use evidence informed practices in service delivery

 

Standard 5: Decision Making and Practice Evaluation:

School social workers shall use data to guide service delivery and to evaluate their practice regularly to improve and expand services.

PBFSSW12: Demonstrate the ability to collect, analyze, synthesize, & disseminate data to guide service delivery

 

Standard 6: Record Keeping:

School social workers shall maintain accurate data and records that are relevant to

planning, implementation, and evaluation of school social work services.

PBFSSW2: Demonstrate the ability to maintain timely, accurate, and confidential records that document school social work service, demonstrate outcomes, and promote accountability to the LEA (Local Educational Agency)

 

Standard 7: Workload Management:

School social workers shall organize their workloads to fulfill their

responsibilities and clarify their critical roles within the educational mission of the school or district in which they work.

PBFSSW11: Demonstrate the ability to perform roles and responsibilities across a multi-tier framework within the educational mission of the school or district in which they work

 

Standard 8: Professional Development:

School social workers shall pursue continuous enhancement of knowledge and skills to provide the most current, beneficial, and culturally appropriate services to students and their families.

PBFSSW4: Demonstrate self-awareness, knowledge and practice skill, and continue to develop specialized knowledge and understanding about the school clients they serve

PBFSSW 5: Demonstrate a commitment to life-long learning to enhance knowledge and skills to provide the most current, beneficial, culturally appropriate services to students and their families.

 

Standard 9: Cultural Competence:

School social workers shall ensure that students and their families are provided

services within the context of multicultural understanding and competence.

PBFSSW4: Demonstrate self-awareness, knowledge and practice skill, and continue to develop specialized knowledge and understanding about the school clients they serve

PBFSSW5: Demonstrate a commitment to life-long learning to enhance knowledge and skills to provide the most current, beneficial, culturally appropriate services to students and their families

 

Standard 10: Interdisciplinary Leadership and Collaboration:

School social workers shall provide leadership in developing a positive school climate and work collaboratively with school administration, school personnel, family members, and community professionals as appropriate to increase accessibility and effectiveness of services.

PBFSSW6: Provide leadership in developing a positive school climate and work collaboratively with other school staff to promote respect and value differences

 

Standard 11: Advocacy:

School social workers shall engage in advocacy that seeks to ensure that all students have equal access to education and services to enhance their academic progress.

PBFSSW1: Advocate for students and their families to ensure that all students have equal access to enhance their academic program

 

Concentration School Social Work Standards And Practice Behaviors

Advanced Year School Social Work Students will:

Standard 1: Ethics and Values:

School social workers shall adhere to the ethics and values of the social work profession and shall use the NASW Code of Ethics as a guide to ethical decision making, while understanding the unique aspects of school social work practice and the needs of the students, parents, and communities they serve.

PBCSSW3: Apply ethical decision making skills while understanding the unique aspects of school social work and the needs of deaf and hard-of-hearing students, families, & communities they serve.

PBCSSW8: Advocate for policies that promote deaf and hard-of-hearing student and family’s wellbeing and optimizes the opportunity to be successful in school. 

 

Standard 2: Qualifications:

School social workers shall meet the provisions for professional practice set by NASW

and their respective state department of education and possess knowledge and understanding basic to the social work profession as well as the local education system.

PBCSSW7: Demonstrate specialized knowledge and understanding of the historical context of school social work, educational reform, educational laws and policies, particularly as they relate to deaf and hard-of-hearing students.

 

Standard 3: Assessment:

School social workers shall conduct assessments of individuals, families and

systems/organizations (namely, classroom, school, neighborhood, district, state) with the goal of improving student social, emotional, behavioral, and academic outcomes.

PBCSSW10: Conduct systematic assessment, data gathering at multiple levels using a variety of methods to assess the needs, characteristics and interactions of deaf and hard-of-hearing students, their families, and school environment.

 

Standard 4: Intervention:

School social workers shall understand and use evidence-informed practices in their

interventions.

PBCSSW9: Stay current with school based intervention research and use evidence informed practices in service delivery and implications for practice with deaf and hard of hearing students.

 

Standard 5: Decision Making and Practice Evaluation:

School social workers shall use data to guide service delivery and to evaluate their practice regularly to improve and expand services.

PBCSSW12: Demonstrate the ability to collect, analyze, synthesize, & disseminate data to guide service delivery to deaf and hard-of-hearing students.

 

Standard 6: Record Keeping:

School social workers shall maintain accurate data and records that are relevant to

planning, implementation, and evaluation of school social work services.

PBCSSW2: Demonstrate the ability to maintain timely, accurate, and confidential records that document school social work service to deaf and hard-of-hearing students, demonstrate outcomes, and promote accountability to the LEA (Local Educational Agency).

 

Standard 7: Workload Management:

School social workers shall organize their workloads to fulfill their

responsibilities and clarify their critical roles within the educational mission of the school or district in which they work.

PBCSSW11:

Demonstrate the ability to perform roles and responsibilities across a multi-tier framework within the educational mission of the school or district in which they work particularly in relation to the deaf and hard-of-hearing student population

 

Standard 8: Professional Development:

School social workers shall pursue continuous enhancement of knowledge and skills to provide the most current, beneficial, and culturally appropriate services to students and their families.

PBCSSW4: Demonstrate self-awareness, knowledge and practice skill, and continue to develop specialized knowledge and understanding about the deaf and hard-of-hearing school clients they serve

PBCSSW5: Demonstrate a commitment to lifelong learning to enhance knowledge and skills to provide the most current, beneficial, culturally appropriate services to deaf and hard-of-hearing students and their families.

 

Standard 9: Cultural Competence:

School social workers shall ensure that students and their families are provided

services within the context of multicultural understanding and competence.

PBCSSW4: Demonstrate self-awareness, knowledge and practice skill, and continue to develop specialized knowledge and understanding about the deaf and hard-of-hearing school clients they serve

PBCSSW5: Demonstrate a commitment to lifelong learning to enhance knowledge and skills to provide the most current, beneficial, culturally appropriate services to deaf and hard-of-hearing students and their families.

 

Standard 10: Interdisciplinary Leadership and Collaboration:

School social workers shall provide leadership in developing a positive school climate and work collaboratively with school administration, school personnel, family members, and community professionals as appropriate to increase accessibility and effectiveness of services.

PBCSSW6: Provide leadership in developing a positive school climate and work collaboratively with other school staff to promote respect and value differences particularly in relation to the deaf and hard-of-hearing student population.

 

Standard 11: Advocacy:

School social workers shall engage in advocacy that seeks to ensure that all students have equal access to education and services to enhance their academic progress.

PBCSSW1: Advocate for deaf and hard-of-hearing students and their families to ensure that all students have equal access to enhance their academic program.