MSW Program Student Handbook & Field Manual

Welcome & Introduction

Welcome to the SUNY Brockport MSW Program. We are excited that you have selected our Program to obtain your MSW degree and look forward to working in partnership with you during your course of study.

This Handbook is designed to familiarize you with important program policies, procedures, resources, and general information. We hope you will refer to this handbook for information about the MSW Program not only during the orientation period, but also throughout your course of study.

It is our hope that your study with us will be stimulating, exciting, challenging, and filled with both personal and professional growth. The faculty and staff of the program stand ready to assist you as needed. We look forward to sharing this wonderful journey of graduate social work education with you!

The MSW Faculty and Staff

 MSW Office Information

Brockport Downtown Office Hours (Subject to Change)

Day of the Week Office Hours
Monday 9 am – 6 pm
Tuesday 9 am – 6 pm
Wednesday 9 am – 6 pm
Thursday 9 am – 6 pm
Friday 10 am – 2 pm (closed during Summer Session)

Program Email: msw@brockport.edu
Phone: (585) 395-8450
Fax: (585) 395-8603

NYS Department of Education

The MSW Program is registered by the NYS Education Department and the curriculum is approved as meeting the clinical credit hour requirements for the LCSW license.

CSWE Accreditation

The SUNY Brockport MSW Program is fully accredited by the Council on Social Work Education (CSWE).

MSW Student Handbook Acknowledgement and Agreement Form

Upon their entrance to the program, students sign an acknowledgement, that they have read that they have received, will read, and will adhere to the policies and procedures set forth in the MSW Student Handbook. University Statement of Nondiscrimination

Statement of Nondiscrimination

SUNY Brockport does not discriminate. SUNY Brockport is an Affirmative Action/Equal Opportunity Employer. The University is committed to fostering a diverse community of outstanding faculty, staff, and students, as well as ensuring equal educational opportunity, employment, and access to services, programs, and activities, without regard to an individual’s race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, or criminal conviction. Employees, students, applicants, or other members of the University community (including but not limited to vendors, visitors, and guests) may not be subjected to harassment that is prohibited by law or treated adversely or retaliated against based upon a protected characteristic.

Title IX Policy

Title IX is a federal civil rights law that protects people in education programs from discrimination based on sex. “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance…” 20 U.S.C. § 1681

Title IX of the Education Amendments of 1972 is a federal civil rights law that prohibits sex discrimination on the basis of sex in educational programs or activities that receive federal funding. This includes admission into the university, financial aid awards, athletic programs, internships, school-related conferences, participation in club sports and organizations, and other SUNY Brockport sponsored activities.

Under Title IX, discrimination on the basis of sex may include sexual harassment, sexual assault, dating violence, domestic violence, stalking, pay inequity, and pregnancy discrimination. The University also prohibits discrimination on the basis of sexual orientation, gender identity and gender non-conformity.

For more information, please go to: https://www2.brockport.edu/about/title-ix/

Office of Equity, Diversity, & Inclusion

We guide efforts to communicate to the University and outside community Brockport’s commitment to diversity and equity. We develop and monitor the University’s EDI Plan; prepare and analyze reports to monitor our success; and conceptualize and cultivate diversity as an institutional and educational priority. Please visit https://www2.brockport.edu/about/diversity/ for more information.

Program Mission and Goals

Mission

The Master of Social Work program at SUNY Brockport, is committed to the promotion of human rights, social, economic, and environmental justice, and the elimination of poverty and oppression.

Through teaching, service, and scholarship, we strive to prepare competent, self- aware, ethical, and culturally humble integrated practice social workers, with diverse populations, advocating for the well- being of all people in our shared global community.

Goals

As a reflection of its mission, the overall goals of the Master of Social Work Program are to:

  1. Provide advanced social work education incorporating theoretical knowledge and critical thinking within an advanced integrated practice framework; emphasizing an ecological strength-based community collaborative, empowerment model of practice to promote social, economic and environmental
  2. Educate social work practitioners who are ethical, critical thinkers engaged in ongoing inquiry and life- long
  3. Develop practitioners who provide autonomous social work practice and leadership in health, human service, and other community organizations, as well as in diverse communities to assist high need or at-risk
  4. Infuse a critical understanding and practice of cultural humility in working with diverse groups, and to adapt social work knowledge and skills to meet the needs of disenfranchised and historically oppressed
  5. Educate social work practitioners to use evidence and knowledge to improve the effectiveness of social work practice, policies, and
  6. Promote the health and well-being of individuals, families, groups, and communities by advancing understanding of social determinants of health to ensure justice in a changing environment and in a global

Curriculum & Program Overview

MSW Curriculum Overview – Generalist Year Curriculum

The Generalist year introduces the student to the generalist perspective. The faculty adopted the CSWE 2015 EPAS definition of generalist practice, which states:

“Generalist practice is grounded in the liberal arts and the person-in-environment framework. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with diverse individuals, families, groups, organizations, and communities based on scientific inquiry and best practices. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice at the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice.”

The generalist MSW curriculum is organized as a coherent and interrelated entity, consisting of generalist social work courses and generalist field practicum experiences. It is designed to demonstrate the integration and application of the nine-generalist competencies to ensure our students are prepared as competent generalist level social workers before beginning advanced course work. In addition, courses are designed to provide outcome based educational activities, which allow students to demonstrate the integration and application of the nine interrelated competencies and component behaviors. This is done by sequencing classes, as we recognize that competence is developmental and dynamic, changing over time to facilitate continuous learning (CSWE, EPAS, 2015).

The MSW curriculum draws from the liberal arts base that students have taken in their undergraduate degrees. The first 30 credits of the traditional 60-credit MSW program is the generalist level.

General Competencies

“Each competency describes the knowledge, values, skills, and cognitive and affective processes that comprise the competency at the generalist level of practice followed by a set of behaviors that integrate these components. These behaviors represent observable components of the competencies, while the previous statements represent the underlying content and processes that inform the behaviors (CSWE EPAS 2015 p.7).”

The faculty adopted the nine social work competencies specified in the 2015 EPAS.

Competency 1 – Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice.

Social workers:
  • 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;
  • use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
  • demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic
  • use technology ethically and appropriately to facilitate practice outcomes; and
  • use supervision and consultation to guide professional judgment and

Competency 2 – Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.

Social workers:
  • apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
  • present themselves as learners and engage clients and constituencies as experts of their own experiences; and
  • apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and

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

Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably, and that civil, political, environmental, economic, social, and cultural human rights are protected.

Social workers:
  • apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
  • engage in practices that advance social, economic, and environmental

Competency 4 – Engage in Practice-informed Research and Research-informed Practice

Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.

Social workers:
  • use practice experience and theory to inform scientific inquiry and research;
  • apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
  • use and translate research evidence to inform and improve practice, policy, and service

Competency 5 – Engage in Policy Practice

Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.

Social workers:
  • Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
  • assess how social welfare and economic policies impact the delivery of and access to social services;
  • apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental

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

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.

Social workers:
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
  • use empathy, reflection, and interpersonal skills to effectively engage diverse clients and

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

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making.

Social workers:
  • collect and organize data and apply critical thinking to interpret information from clients and constituencies.
  • 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;
  • develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and
  • select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and

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

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence- informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration.

Social workers:

  • critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
  • use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
  • negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
  • facilitate effective transitions and endings that advance mutually agreed-on

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

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.

Social workers:
  • select and use appropriate methods for evaluation of outcomes;
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
  • critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
  • apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
  • skills required for empirical assessment of research findings to (3cr)

Overview – Advanced Integrated Practice

The MSW program’s area of specialty is Integrated Practice. Integrated Practice incorporates themes of social justice, ethics and values, with emphasis on intersectionality of power, privilege, oppression,

discrimination, marginalization, disparities and their impact on human experience. Advanced MSW students are prepared to work with diverse client systems and incorporate collaborative community-based approaches in applying a range of micro to macro skills. The Integrated Practice area of specialty reflects the program’s commitment to prepare MSW graduates that are culturally humble, and able to assess social determinants of health and wellness. The Integrated practice competencies and observable bulleted behaviors reflect dimensions of knowledge, values, skills and cognitive & affective processes that extends and enhances the generalist competencies.

The MSW program’s area of specialty is Integrated Practice. Integrated Practice incorporates themes of social justice, ethics and values, with emphasis on intersectionality of power, privilege, oppression, discrimination, marginalization, disparities and their impact on human experience. Advanced MSW students are prepared to work with diverse client systems and incorporate collaborative community-based approaches in applying a range of micro to macro skills. The Integrated Practice area of specialty reflects the program’s commitment to prepare MSW graduates that are culturally humble, and able to assess social determinants of health and wellness. The Integrated practice competencies and observable bulleted behaviors reflect dimensions of knowledge, values, skills and cognitive & affective processes that extends and enhances the generalist competencies.

The MSW program’s formal curriculum for the Integrated Practice area of specialty is designed in a coherent and integrated manner for both classroom and field. The MSW curriculum committee ensures that course objectives, and assignments as well as course sequencing is designed to build on the depth of knowledge, values and skills from one course to the next.

Additionally, core concepts of cultural humility, ethics, and intersectionality of issues related to power and privilege are integrated along with critical thinking about social determinants of health. Plans of study guide when students take courses. Two plans of study are available for 60 credit students (a full-time two- year option and a 3 year/6-semester option). Additionally, the plans of study are designed to ensure that whether a student is full-time or part-time, students are taking specific practice courses concurrently with field placement to facilitate the transfer of practice knowledge and provide students with opportunities to apply practice skills learned in classes to their field placements concurrently.

Advanced Integrated Practice Curriculum

The advanced curriculum is 30 credits. Courses are sequenced to provide build on competency development. Full-time 60 credit students begin advanced course work in their second year, and part-time 60 credit students begin advanced coursework in their third year. Students accepted as 36 credit advanced stranding program, begin the integrated practice advanced curriculum concurrent with or after of completing SWK 508 and SWK 533.

Plans of study for full-time and part-time integrated practice advanced students have been carefully designed to ensure advanced competency development as well as integration of course work to field in a coherent and integrated manner. The Integrated Practice curriculum is designed to ensure all students have two advanced practice courses while also providing students some choice of practice course options. These practice course options are reflected in the plans of study. Students have two electives in their plans of study and an additional selection of an advanced practice course can be taken for elective credit. This is detailed in the plans of study. Students also take an advanced policy course, cultural humility practice course, advanced field courses and a culminating Master’s Project Thesis course during their advanced year plan of study.

Advanced Integrated Practice Competencies

Competency 1 – Demonstrate Ethical and Professional Behavior

Integrated practice social workers differentially use theories, evidence-based practice knowledge social work skills and use an ethical reasoning framework to inform decisions related to ethical tensions and challenges. They apply the values base of the profession, its ethical standards as well are relevant laws, and regulations to their practice while using a self-reflective stance and initiating use of consultation and supervision. The advanced integrated practice social worker uses practice interventions to enhance the well-being of individuals, families, groups and communities in an ethical manner and recognize the importance of the therapeutic and collaborative relationship, the person-in-environment and strengths perspectives.

Social workers:
  • initiate and effectively use supervision and consultation while maintaining a self- reflective stance;
  • manage personal values and maintain therapeutic and collaborative relationships with client systems, supervisors, peers and inter-professional teams;
  • effectively and ethically, integrate and communicate professional judgments to other social workers and to professionals from other disciplines in oral, written and electronic formats and
  • demonstrate professionalism in behavior, appearance, communications, punctuality, time management and

Competency 2 – Engage Diversity and Difference in Practice

Integrated practice social workers apply knowledge of diversity and difference in understanding the intersectionality’s of power, privilege, oppression, discrimination, marginalization, disparities and their impact on human experiences. Social workers practice using a cultural humility framework, incorporating self-reflection and discovery to build positive relationships while also challenging power imbalances. Social workers engage in multidimensional understanding in policy, practice to promote institutional accountability. Social workers recognize that no single solution may work equally well for all clients and therefore seek and integrate many facets of difference in planning interventions. Social workers know about the ways in which various dimensions of diversity impact social determinants of health and wellness, help-seeking behaviors and healing practices.

Social workers:
  • understand the cultural humility framework and its impact on social work practice;
  • recognize one’s own experience with power and privilege;
  • demonstrate cultural humility and
  • assess for relevant social determinants of health and well-being.

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

Integrated practice social workers advocate for inclusion of clients and collaborating with partners to plan and develop programs, policies and laws related to serving clients and their families. To effect advocacy and needed change, social workers communicate effectively with partners. Advanced integrated practice social workers understand the discrimination and marginalization associated with disorders, diagnoses, and help-seeking behaviors across diverse populations.

Social workers:
  • Identify and use knowledge of relationship dynamics including power differentials to advocate at multiple levels for social, economic, employment, health, education, housing and human rights;
  • understand the potentially challenging effects of economic, social, environmental and cultural factors in the lives of clients and client systems and
  • Engage in practices to positively impact social determinants of health and promote well- being.

Competency 4 – Engage in Practice-informed Research and Research-informed Practice

Integrated practice social workers consult the empirical and evidence-based forms of evidence to inform their understanding and guide practice decisions. Integrated practice social workers use critical thinking to examine the applicability of the research and evidence to diverse populations and obtain feedback from client systems using a cultural humility framework. In considering interventions, the social worker can select, implement, and evaluate appropriate assessment, intervention, and evaluation tools for use with various target populations and use research findings to improve practice, policy and social service delivery.

Social workers:
  • identify, analyze and synthesis evidence to inform social work practice;
  • demonstrate how evidence informs understanding of the multi-dimensions of integrated practice and the social determinants of health;
  • demonstrate the knowledge of program evaluation in achieving intended outcomes and
  • use research including evidence-based practice to evaluate and enhance the effectiveness of social work

Competency 5 – Engage in Policy Practice

Integrated practice social workers analyze, formulate, and advocate for policies that advance social well- being, and are knowledgeable and use advocacy methods to contribute to policies in promoting human rights and social justice. Integrated practice social workers collaborate and partner with client systems of all sizes to promote effective policy action.

Social workers:
  • Identify the connection of policy on client systems and practice;
  • understand the role social determinates of health play in policy;
  • assess what changes are needed in policy;
  • formulate an action plan and
  • advocate to influence policies that improve the lives of

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

Integrated practice social workers engage client systems and constituencies by understanding and applying a range of appropriate theories. To foster this engagement, social workers recognize the dynamic, interactive and reciprocal process of engagement with diverse populations. Integrated practice social workers apply principles of relationship building and collaboration to facilitate engagement. Integrated social workers consider the contexts of those experiences using a cultural humility perspective. Integrated practice social workers also recognize how their own life trajectory influences their engagement with diverse client systems and are self-reflective about their own reactions.

Social workers:
  • Apply knowledge of human behavior and the social environment, person-in-environment, and other theoretical frameworks to engage with clients and constituencies;
  • use empathy, reflection, interpersonal skills and cultural humility to engage diverse clients and constituencies;
  • manage the dynamics and contextual factors that both strengthen and potentially threaten the relationship
  • develop rapport that encourages client(s) to be equal participants in the working relationship

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

Integrated practice social workers have the knowledge and skills to conduct comprehensive bio- psycho- social-spiritual assessments. Assessment includes an understanding of intersectionality issues as they impact the client experience. Social workers understand that assessment is an ongoing process and includes input from clients and others. Social workers select appropriate methods for assessment based on client need and specific context. Social workers consider multiple sources of data and actively collaborate with others in the assessment process.

Social workers:
  • Conduct comprehensive assessments;
  • Collaborate with others to gather necessary information;
  • Include data and information from other relevant sources;
  • Ensure that the client is an active participant;
  • Continuously reassess based on client need and changing circumstances;
  • Develop mutually agreed upon goals and intervention strategies based on continuous assessment
  • Ensure that social work perspectives are present in inter-professional team

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

Integrated practice social workers use empirical and theoretical knowledge to develop assessment-based interventions. In working with client systems, integrated practice social workers draw from multiple modalities and strategies and can match the intervention to the assessed need and client goal. Integrated practice social workers are skilled at choosing and implementing interventions to achieve client goals and enhance capacities of client systems. Social workers develop intervention plans in collaboration with client systems, inter-professional teams and partners using a strengths-based approach.

Social workers:
  • apply critical thinking and understanding of theoretical frameworks in identifying
  • using evidence, choose interventions that match the assessed need and client goal;
  • develop appropriate intervention plans with measurable objectives and outcome;
  • modify interventions as needed, based on evaluation findings
  • effectively collaborate with others to achieve practice outcomes and
  • mobilize resources and assets to enhance client system capacity

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

Integrated practice social workers apply skills to establish evidence-based evaluations founded on measurable goals, objectives and outcomes. Whether working collaboratively with or independently of other practitioners, social workers aim to ascertain the intended and unintended effects of interventions. Integrated practice social workers regularly evaluate the effectiveness of chosen interventions and modify them as needed. Integrated practice social workers communicate and disseminate evaluation results to intended audiences.

Social workers:
  • regularly evaluate the effectiveness of chosen interventions;
  • demonstrate the knowledge of practice evaluation in achieving intended outcomes and
  • based upon the results of practice evaluation, adjust intervention plans on a continuing basis and appropriately disseminate

Key Concepts

In addition to the core content areas required by the Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) there are several key concepts that express themselves throughout the curriculum. These core concepts are:

  1. Community Collaboration
  2. Inter-professional / Interdisciplinary Teamwork
  3. Empowerment
  4. Strengths Perspective
  5. Evidence-Based Practice
  6. Social Determinants of Health
  7. Cultural Humility

Community Collaboration: For purposes of the MSW program, the term collaboration connotes a durable and pervasive relationship among individuals, groups, and organizations. We are committed to a definition that suggests that collaborations bring previously separated organizations into new structures with full commitment to a common mission. Such relationships require comprehensive planning and well-defined channels operating on many levels. Authority is determined by the collaborative structure. Resources are pooled or jointly secured, and the products are shared. Most significantly, the term collaboration includes a commitment to a definition of mutual relationships and goals and mutual authority and accountability for success (Mattessich & Monsey, 1992; Poulin, 2005). The MSW values community-based collaborations to solve complex community challenges. They draw upon building, using, and enhancing community resources that involve the actual client groups being targeted. Enhancing the capacity of local communities to serve as a major player in solving the social problems that face the community is a major goal of the program.

Empowerment: Within the context of the MSW program, empowerment is both an end-state and a process, which can be directed at multiple levels. The critical elements of empowerment are: an increased level of power within a system (self-efficacy, intra-system power), improves interaction at a given system level (group cohesion and interaction), increases ability to make demands between system levels (political awareness and action), and the ability to critically analyze the interaction between systems (critical thinking) aimed at increasing social justice within a democratic process (Itin, unpublished manuscript).

Within the program, students are encouraged to view empowerment as requiring action on both the intra- systemic (e.g., within individuals, families, groups, organization or communities) and inter-systemic (e.g.

between and among individuals, families and groups, agencies and organizations) levels. In this way, empowerment links to both the integrated practice perspective and the program’s focus on community- based collaboration. This view of empowerment supports practice across systems (e.g., case management, short-term interventions, psychotherapy, family therapy, community development, organizational change, research, policy development, and advocacy).

Strengths Perspective: The MSW program conceptualizes a strengths-based perspective as a collaborative effort between the service user and the social worker that avoids hierarchy with the intent to empower the client system (Ligon, 2002; Poulin, 2005). We are committed to the individual, family, group, organization or community acting on their own behalf. The role of the social worker is to facilitate the client’s utilization of his/her strengths while bridging this process to enable the client to mobilize his/her solutions.

Inter-professional and Interdisciplinary Teamwork: The MSW program conceptualizes inter-professional and interdisciplinary teamwork as processes that promotes partnership with service users through networking in multi-professional (e.g., psychologists, nurses, psychiatrists, doctors, case managements, occupational therapists) settings, whether in health or human services (Payne, 2000).

Inter-professional teams work collaboratively in assessment and intervention planning and value the knowledge of each team member. The coordination of services and responsibilities is essential on both inter-professional and interdisciplinary teams and, in this way, teamwork links to integrated practice, community-based collaboration and empowerment. Consumers are full and active members of the team. The approach aims to place the consumer as an equal partner with care providers. This definition of collaborative work means rethinking the role of “expert”. The expert becomes a team member contributing to systems problem-solving. The MSW program incorporates the client system as a team member who has equal power within the interdisciplinary team.

Evidence-Based Practice: The MSW faculty recognizes that preparing social work students as evidence- based practitioners involves teaching knowledge, values, and skills necessary to facilitate the identification, critical appraisal application and evaluation of practice relevant evidence over the course of one’s professional careers (McMillion, & Pollo, 2003) informing practice with client systems of all sizes (individual, family, group, organization and community).

MSW Program Definition: Evidence-based practice in social work is the conscientious, systematic, and judicious use of current best evidence in making decisions. The use of evidence- based social work means integrating individuals’ proficiency and judgment acquired through professional practice, expertise and professional standards of practice, the best available external evidence from systematic research, and the personal and cultural values and judgments of client systems (Cournoyer, 2004; Sackett, Roesenberg, Gary, Haynes & Richardson, 1996).

Levels of Evidence: The six categories represent varying levels of evidence for the use of a specific treatment procedure, or for a specific recommendation. This system was adopted from the Agency of Health Care Policy and Research classification of Level of Evidence (Foa, Keane & Friedman, 2000).

  1. Randomized, controlled clinical
  2. Well-designed clinical studies without randomization or placebo comparison
  3. Service and naturalistic clinic studies combined with clinical observations, which are sufficiently compelling to warrant use of the treatment technique or follow the specific
  4. Long standing and wide-spread clinical practice that has not been subjected to empirical tests.
  5. Long standing practice by circumscribed groups of clinicians that has not been subjected to empirical
  6. Recently developed treatment that has not been subjected to clinical or empirical tests.
  7. Not applicable:

*Adapted from: Cournoyer, B.R. (2004). The evidence-based social work skills book. Allyn and Bacon, Boston MA.; Sackett, D.L., Roesenberg, W., Gary, J., Haynes, R.. & Richardson, W. (1996). Evidence based medicine: what it is and what it isn’t: It’s about integrating individual expertise and the best external evidence. BMJ, 312(7023:71-72; Howard, M. O., McMillion, C.J., & Pollo, D.E. (2003). Teaching evidence-based practice: Toward a new paradigm for social work education. Research on Social Work Practice, 13 (2)234-259. and Foa, B. E., Keane, T. M., & Friedman, M. J. (2000) Guidelines for Treatment of PTSD. Journal of Traumatic Stress, Vol. 13, No. 4, 2000.

Social Determinants of Health: Social determinants of health are defined by the World Health Organization (2008) as “the complex, integrated, and overlapping social structures and economic systems that are responsible for most health inequities. These social structures and economic systems include the social environment, physical environment, health services, and structural and societal factors. Social determinants of health are shaped by the distribution of money, power, and resources throughout local communities, nations, and the world.” https://www.cdc.gov/nchhstp/socialdeterminants/definitions.html

Cultural Humility: The MSW program infuses tenets of cultural humility throughout the curriculum beginning in the generalist year and continuing in the advanced year. Cultural Humility is a framework to effectively confront inequities in society related to social disparities in health based on various intersecting areas of diversity. There are three components to cultural humility: 1) lifelong learning and critical self- reflection; 2) recognizing and challenging power imbalances for respectful partnerships and 3) institutional accountability (Foronda, Baptiste, Reinholdt, Ousman, 2016; Hook, Davis, Owen, Worthington & Utsey, 2013; Tervaln & Murray- Garcia, 1998). Cultural Humility recognizes that knowledge of different cultures is insufficient and shifts the focus from the accumulation of knowledge to individual self-understanding. It also includes a personal/professional stance characterized by openness to learning and a lack of superiority (Hook, Davis, Owen, Worthington & Utsey, 2013).

SWK Course Descriptions

For a complete list of MSW course numbers, descriptions, and credits, please visit the SUNY Brockport Course Catalog.

Practice and Field Practicum Course Restrictions Policy

All MSW Practice and Field Practicum courses are restricted to matriculated students pursuing the MSW degree. Consistent with CSWE accreditation standards, no exceptions are made to this policy.

Mandated Child Reporter Training: Identifying and Reporting Child Abuse and Maltreatment

Prior to graduation, MSW students are required, per NYS Education Department (NYSED), to participate in mandated reporter training for the identification and reporting of child abuse and maltreatment. The MSW Program is required to document that students have received this training. This training is scheduled as follows:

  • All students must complete the 5-hour online module through NYSED in SWK 533: Critical Thinking and SW Research as an assignment.
  • Students that have taken the certification within one calendar year are not eligible to complete the module, a copy of their prior completion must be provided.
  • Information on how to complete the Child Abuse and Neglect Mandated Reporter online training module are published in the SWK 533 Syllabi.
  • Students are required to print a certificate of completion once the module is completed and submit the certificate to their course instructor SWK
  • The certificates of completion will be kept on file by the MSW program. Completion of this certificate will meet the requirement for the LMSW

MSW Degree Plans of Study (POS)

The following are the Plans of Study for incoming students. It is the sole responsibility of each student to know, understand and complete the requirements for his/her degree program. Please consult with your advisor for any questions regarding your plan of study.

Changing a Plan of Study

Students are expected to follow their designated plan of study. The program is aware that sometimes a student would like to change their plan of study or designated class time. In order to do this, students must do the following:

  1. Meet with their advisor to review their request. Students may be asked to provide a reason for the change. The advisor will approve the change.
  2. The student must contact the professor to ensure there is room available in the class and receive permission to add the class.
  3. Lastly, the student must receive permission from the program director to change their program of study.

While the program would like to be able to grant all changes, often this is not possible. Due to the strict schedule of when classes are offered, enrollment considerations, among other factors, not all requests can be granted. Please make sure to communicate a needed change as early as possible and be aware the request may or may not be able to be granted.

Program Grading – Grade Point Average

Students are considered in good academic standing if their overall GPA is 3.0 or higher.

Grading System – Letter grades are given for each course. Final Grades – Final grades may be found on Banner. Students do not receive mid- term grades.

Letter Grade Quality Points Description
A (95 - 100
A- (94.9 - 90)
4.9
3.7
Distinguished Work
B+ (89.9 - 87) 3.3 Quality expected at Graduate Level
B (86.9 - 84) 3.0 Average
B- (83.9 - 80)
C+ (79.9 - 77)
2.7
2.3
Below average at Graduate Level
Barely adequate work
C (76.9 - 74) 2.0 C- is not a passing grade
E (below 73.9) 0.0 Failure

Academic Standing / Academic Probation

Graduate students who have completed at least nine graduate credits at Brockport and who’s cumulative Brockport graduate GPA falls below 3.0 will be placed on Academic Probation I – Students receive written notification of their probationary status from The Center for Graduate Studies.

Satisfactory, Unsatisfactory (S/U) – Letter grades use to measure student achievement in certain designated courses. Credit hours are earned for satisfactory work, but such grades are not included in the grade point average. S/U grades are used for field seminar section, SWK 504, 505, 610, 611, 612, and 613.

Grading policies for generalist and advanced year Field Practicum and Field Seminar courses may be found in the Field Education Manual and syllabi for these courses.

Incomplete (I) – A grade of Incomplete or “I” should be submitted only where circumstances beyond the student’s control prevent the student from completing a minor part of the required work and some additional time is needed.

Courses Requiring a Grade of B- or Higher (Passing)

  • The following practice courses require a grade of B- or higher: SWK 501, 502, 508, 602, 604, 605, 616, 645, 654, 655 and
  • Field seminar/practicum require a 3.0 or higher for a grade of Satisfactory (S) in: SWK 504 & 505; SWK 610 & 611; SWK 612 &

Repeating an MSW Course – Students may not repeat any course more than once.


Field Education

CSWE: Field as Signature Pedagogy

The Council on Social Work Education has determined field education is the signature pedagogy for social work education.

 

Signature Pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice. In social work, the signature pedagogy is field education. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum-classroom and field-are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice. Field education is systematically designed, supervised, coordinated and evaluated based on the criteria by which students demonstrate the achievement of program competencies.

 

MSW Field Overview

The MSW program enjoys strong community support. Community support is one of the strongest assets of the Program. This is in part due to the program’s commitment to a vital and extensive field education component that includes 900 hours of field practicum, and the involvement of the community in participating in the development of the integrated community-based practice model that engages with the community in collaborative partnerships.

The field education component of the MSW Program curriculum consists of a generalist year and an advanced second-year field experience. Field practicum in both the generalist and the advanced year provide structured learning opportunities guided by established field education goals. The Field practicum and seminars provide opportunities for students to integrate theory and knowledge into practice through skill development and skill refinement within the context of professional values and ethics. Students also contrast field experiences in field seminar discussions and engage in scholarly work to expand their knowledge beyond the scope of their practicum settings.

The field education goals reflect the MSW Mission Statement that affirms the social work tradition of promoting empowerment of all groups of people to achieve social justice and equality by enhancing the quality of life of individuals within the community through social work teaching, research, scholarship, and service.

The agency/organization site with experienced professional supervision serves as the training ground for student development. Expectations are that the student develops practice competencies from a generalist perspective in the Generalist year. In the advanced practicum, it is expected that students focus on their skill and knowledge enhancement in the Integrated Practice area of specialty. Students as advanced practitioners must demonstrate an ability to analyze, intervene, and evaluate in ways that are highly differentiated, discriminating, and self-critical. They must synthesize and apply a broad range of knowledge as well as practice with a high degree of autonomy and skill. They must be able to refine and advance the quality of their practice as well as that of the larger social work profession.

Structure of Field Instruction

The field instruction component of the curriculum is designed with a two-semester generalist level concurrent field placement and two semester concurrent advanced level field placement. The generalist and advanced field placement provide students with opportunities to integrate social work knowledge, values, and skills in the application of professional practice at progressive levels.

All students are required to demonstrate social work competencies through in-person contact with clients and constituencies at the generalist and advanced levels of field practice.

Generalist Year Field Practicum

The Generalist year field practicum is an average of 15 hours over two-days a week during two 14 –week semesters (fall and spring). Students complete 200 hours each semester for or a total of 400 clock hours. Students complete this placement at the same agency for both semesters. The semester break between semesters is typically followed and any exception to this is made through arrangements with the field education office and the student’s field instructor. Monitoring and integration of the experience for students is through SWK 504 Field Practicum I and Seminar I (fall semester), and SWK 505 Field Practicum II and Seminar II (spring semester). The student is registered for and continues with the same instructor and section of field and seminar for both semesters

In the generalist year field practicum, the application of generalist knowledge and skills is emphasized through the integration of the problem-solving process. Ecological, systems, and strengths-based empowerment models of practice are utilized. Generalist year field education objectives serve as the reference points for students and field instructors as they collaborate together to develop the students’ learning contracts. The Generalist year field education objectives provide clear practice and evaluation goals for the field practicum. The faculty liaison serves as a resource for field instructors and students by providing guidance and feedback to them regarding the congruence of the learning contracts and field education outcome objectives. At the conclusion of the field practicum, students complete an agency and field instructor evaluation. Students are required to earn a minimum of 3.0 Quality Points to receive a letter grade of Satisfactory (see field practicum evaluation form and field seminar /practicum syllabi for explanation of quality points).

Integrated Practice Advanced Year Field Practicum

The advanced year field practicum averages 18 hours per week. The field placement extends over two semesters, for fourteen weeks each semester, or a total of 500 clock hours. Students complete this placement at the same agency for both semesters. The semester break between semesters is typically followed and any exception to this is made through arrangements with the field education office and the student’s field instructor.

The Field Faculty liaison is the course instructor for SWK 610 or SWK 612 in fall semester and SWK 611 and SWK 613 in spring semester. The faculty liaison monitors students’ field learning and competency development. The student is registered for and continues with the same instructor and section of field both semesters’ Students are required to earn a minimum of 3.0 Quality Points to receive a letter grade of Satisfactory (see field practicum evaluation form and /practicum syllabi for explanation of quality points).

The integrated practice model in the second year of the program builds on the generalist perspective. To facilitate students’ abilities to synthesize and apply a broad range of knowledge, the ability to practice with a high degree of autonomy and skill, and the ability to refine and advance the quality of professional practice and that of the larger social work profession. The outcome objectives of preparing practitioners who can analyze, intervene, and evaluate in ways that are highly differentiated, discriminating, and self-critical assure coherence between the generalist year and the advanced year are reflected in the 9 advanced year competencies.

During the advanced year, students’ course work and field practicum experiences provide knowledge and skill development focusing on interdisciplinary team leadership and conflict resolution. Integrated practice advanced competencies and practice indicators, provide the basis for students and field instructors as they work together to develop learning contracts in a manner that addresses all competency dimensions (values, skills, knowledge, and cognitive and affective processes).

The faculty liaison serves as a resource for field instructors and students by providing guidance and feedback to them regarding the congruence of the learning contract with field education competencies.

The generalist and advanced year competencies reflected in learning contracts provide the framework for the field practicum evaluation. At the conclusion of field practicum, students complete an agency evaluation. This evaluation provides feedback about the quality of field instruction supervision and the opportunities provided to practice and demonstrate competencies.

Availability during normal business hours of the agency

Most generalist and advanced level field sites require students to complete their field hours during the normal business hours of the agency and while exceptions may be made to this, students may make arrangements for evening and/or weekend hours providing the following occurs: it is mutually agreed upon with the student’s field instructor; it is cleared through the field education office, and MSW field instruction supervision is available. It is important to recognize that this is an exception and that ordinarily, students should expect that field placements require daytime responsibilities.

Extended Semester Field Placement Exception

The MSW program recognizes MSW students are balancing work and family demands along with the rigors of graduate social work education. In response, the program has developed an Extended Semester Field Placement Exception to provide some flexibility in completing field practicum requirements while maintaining quality field placement learning opportunities. An Extended Semester Field Placement exception is defined as a field placement assignment that reduces the number of field hours per week and extends the semester length as follows:

  • Generalist field hours from 15 hours per week to a minimum of 12 hours per week and extends the number of semester weeks from a fourteen-week semester to a seventeen-week semester to achieve the 200 clock hours of field placement per semester.
  • Advanced year field practicum hours are reduced from 18 hours per week to a minimum of 16 hours per week and extends the number of semester weeks from a fourteen-week semester to a seventeen-week semester to achieve the 250 clock hours of field placement per semester.
  • Requirements for Approval: For an Extended Semester Field Placement Exception to be granted by the Office Field Education when the placement is confirmed the agency field instructor must agree that the practicum extended semester provides continuity and quality field learning opportunities congruent with core competencies and practice behaviors.
  • The Faculty Liaison monitors the pre-approved extended semester extensions developed in the field planning process and has authority to amend and approve extended semester exceptions during the fall or spring semester to ensure continuity of learning opportunities. The student is required to complete a Field Learning Contract Addendum and submit an Extended Semester Exception Plan Form. The plan must be approved by both field instructor and Faculty Liaison.
  • Learning Contracts: It is the student’s responsibility to reflect the extended semester schedule plan in her or his field practicum learning contract by submitting Field Learning Contract Addendum- Extended Semester Exception Schedule Plan.

Grading

Students approved for an Extended Semester Field Placement Exception receive an “In Process” grade (PR) at the end of the traditional semester. The PR grade is converted to a final grade by the faculty liaison (Field Seminar Professor) upon the student’s completion of the required field hours and field practicum evaluation. All PR grades must be converted to a final grade at a satisfactory level (see field grading) before the student begins the second semester of field practicum. Please note: The PR grade does not remain on the student’s transcript and is replaced by the final semester grade.

Semester Break Coverage for Continuity of Services

The semester break between fall and spring semesters is typically followed and any exception to this is to ensure continuity of client services is to be made through arrangements with the student, field instructor and faculty liaison in accordance with the following guideline:

 

Guideline to approve semester break coverage: In order to maintain continuity of client services, some agencies request the student to continue in field placement during the semester break. Under these circumstances, and upon approval of the field instructor, the student is allowed to continue in the agency during the semester break for up to eight hours per week. Please note: Field hours should not take place during the University holiday shutdown period between Christmas and New Year’s. The field hours completed during the semester break are credited to spring semester field hours, and time sheets are required to verify hour completion. Students are to remain in field placement during the entire spring semester.

MSW Field Education Goals

It is expected that field practicum will provide students with:

  • Practice opportunities that enhance student learning by integration of previous classroom experiences and direct application of social work knowledge and skills within a community-based practice setting.
  • Opportunities for collaborative learning and practice through a variety of professional interdisciplinary settings that offer direct experiences at the micro, mezzo, and macro levels of practice.
  • A learning environment that allows student development and maturity within the framework of professional values and ethics.
  • An experiential setting that allows students to explore their professional utilization of self to promote change.
  • An environment for practice that enhances the value of diversity and social justice.
  • On-site supervision by an experienced MSW field instructor who is a licensed social work practitioner in New York State.
  • Opportunities for student exploration of the professional context of practice including: social welfare policies and programs, agency structure and policies for operation, utilization of current research, and advocacy for populations-at-risk.
  • Opportunities for application of evaluation methods to practice and/or program effectiveness.

Integration of Generalist and Advanced Field Practicum:

The generalist and advanced competencies and practice indicators are realized operationally through the Field Practicum and Field Seminar experiences. The overall design of the MSW program is such that the achievement of program outcomes begins with an understanding of the mission of the program, demonstration of knowledge and skill acquisition in all courses, and culminates in an assessment of competencies. The formal evaluation procedure is an integral part of the practicum requirement and is conducted at the end of each semester with the field instructor, faculty liaison, and student.

Generalist field seminars are structured to facilitate integration of course content with field practicum learning experiences. Seminar requirements are designed to facilitate this integration through class discussion, exercises, writing, presenting, and participating in group activities. SWK 504 is the first course, followed by SWK 505 in the Generalist year.

Advanced practice courses are structured to facilitate integration of course content with field practicum learning experiences. The advanced year competencies and practice indicators are operationalized through the Field Practicum experience. Faculty liaisons are the course instructors for advanced field courses. The first semester of advanced field, students register for SWK 610 or SWK 61) followed by SWK 611 or SWK 613. Students are concurrently registered for SWK 602 (Assessment and Brief Intervention) in fall semester, and students select from several second semester advanced practice courses to facilitate processing their field experiences and integrating course content.

Field Education Operational Process and Procedures

Selection Process for Practicum Sites

The field experience should maximize development of social work professional and practice skills. The collaborative nature of the MSW program philosophy and structure is a model for the design of the field practicum relationship with community agencies and organizations. The selection of appropriate internship sites is based on the desire to have excellent educational practice opportunities available for student learning.

Agencies and organizations contribute substantial resources to student education through the provision of teaching and the creation of learning situations that foster integration of knowledge and skill development. The agency/organization needs to be able to provide distinct learning opportunities and activities that are consistent with the objectives, values, and mission of the program, university, and profession. The agency must be able to provide a qualified field instructor and agency experiences that align with the program’s learning outcomes for the Generalist year, and/or the advanced year.

Criteria for Selection of Field Practicum Agency Partners

The agency must have a demonstrated commitment to excellence in the provision of services and professional development of students.

  1. The agency goals and objectives must align with the program mission and goals.
  2. The values and ethics of the profession should be demonstrated through agency structure and functions.
  3. The value of the agency-based experience is recognized, and educational activities developed within a supportive (learning) environment.
  4. Agency-based learning opportunities are provided and are designed to expand student participation within various systems and at different system levels.
  5. The agency must provide adequate space and access to agency resources appropriate for carrying out assigned responsibilities and functions.
  6. The agency must provide the necessary measures to protect the safety of the student. At a minimum this should include where not to go, how to conduct oneself when in the field, how to interact with potentially dangerous individuals, and other generally accepted actions to be followed in specific situations.
  7. The agency allows the student maximum exposure to and participation in agency training and in-service opportunities.
  8. The agency provides staff for regular and timely individualize field instruction supervision with an MSW from a CSWE accredited program with at least two years post MSW degree practice experience who holds a license as an LMSW or LCSW in the State of New York.
  9. The agency agrees to ongoing and frequent participation in the evaluation process.
  10. The agency agrees to provide up-to-date information on agency services, organization, and student placement procedures and opportunities.

Criteria for Selection of Field Instructors

The field instructor is seen as a valued contributor to the educational accomplishments of the student. The student - field instructor relationship provides a unique in the learning process. Because the learning environment has shifted from the classroom to the field, the learning process also shifts to an interactional action-based process. The field instructor becomes pivotal in guiding students’ skill development and refinement. Field Instructors are expected to:

  1. Possess an attitude toward professional graduate social work education that fosters a positive relationship for agency-based learning.
  2. Possess a master’s degree in social work from an accredited CSWE MSW Program with a minimum two years post MSW degree practice experience, and be licensed to practice social work in NYS. It is recommended that the field instructor have at least one-year experience at the agency site.
  3. Have an ability to distinguish internship learning and evaluation from staff performance expectations and incorporate these differences in the evaluation process of the student.
  4. Be able to recognize and accommodate teaching responsibilities at a generalist and advanced integrative level of practice.
  5. Be able to creatively provide practicum experiences that enable the student to integrate social work knowledge, skills, values, awareness of diversity, and all other classroom learning into the field experience.
  6. Possess a desire and ability to create a learning environment that recognizes student differences and provides for the student a professional educational setting that enhances individual strengths and challenges development of new skills. Possess a desire to participate in a university/agency collaborative effort to offer a sound educational experience for the student by providing feedback and input into new practice directions and trends.
  7. Possess a willingness to attend field instruction orientations, seminars, and field instruction site selection activities organized by the Office of Field Education.
  8. Possess the willingness to provide structured supervisory time on a regular minimum one-hour per week basis.

Roles and Responsibilities

The roles and responsibilities of the participating people and designated units of the MSW Program and agency are outlined below.

MSW Field Education Coordinator Responsibilities

The MSW Field Education Coordinator is responsible for the administration of the MSW Field Practicum. The Field Education Coordinator works in a collaborative manner with community agencies to ensure planned cooperation and coordination between the program and the agencies it selects for the placement of students.

  1. Administer the Field Education component of the MSW Program including but not limited to student placement in field practicum settings.
  2. Provide information to various constituents regarding accreditation related issues pertaining to Field Education.
  3. Evaluate and establish field education sites.
  4. Explicate and represent field policies and procedures required for the practicum process.
  5. Provide annual student field instruction orientation and annual field instructor orientation covering curriculum and other program changes and relevant field instructor trainings.
  6. Compile and maintain current information on agency affiliations.
  7. Maintain and distribute an updated Field Education Manual to appropriate parties.
  8. Collaborate and meet on an as needed basis, with faculty liaisons/seminar instructors.
  9. Provide oversight of the program and policies process for field education awards.
  10. Serve as the negotiating office for resolution of agency field instructor issues and field education related conflicts not successfully resolved by the faculty liaison.
  11. Monitor all field practicum sites, including student and faculty liaison evaluations and feedback.
  12. Provide leadership for MSW Program field instruction committees, sub- committees, and other appropriate groups.

Agency Responsibilities

  1. Provision of appropriate learning activities for the student including opportunities that allow for work at all levels with systems of all sizes.
  2. Provision of adequate space and resources for the student to comfortably engage in agency work.
  3. Engaging in the selection and placement process of students.
  4. Understanding and participating in the educational and evaluation process of the student.
  5. Provision of a qualified field instructor for each student assigned to the agency.
  6. Providing an atmosphere of cooperative learning that allows for other agency personnel to become involved in the educational process.
  7. Creation of a creative learning environment that is both challenging and rewarding to student and field instructor.
  8. Completion of all university affiliation and agency agreements and related documents.

Field Instructor Responsibilities

  1. Participate in the student practicum interview and assignment process.
  2. Participate in the orientation process of the student to establish the framework for agency work.
  3. Provide guidance and feedback to the student as the student writes her or his field learning contact identifying the tasks and responsibilities of the student in the agency.
  4. Develop and create Generalist or Advanced year experiences that enable the student to learn and practice social work skills.
  5. Provide regular weekly formal supervision of the student for monitoring student learning and service engagement as well as plans for monitoring student’s performance and progress toward stated learning objectives.
  6. Select workload and responsibilities for the student so that they are attuned to the setting, taking into consideration the student’s capacity, interests, past experiences, learning style, life patterns, and goals of the Program.
  7. Attend required workshop/seminars/field practicum training events sponsored by the Program.
  8. Assist the student in the integration of classroom learning into the field experience.
  9. Provide joint management of student time and monitoring of field practicum requirements.
  10. Participate in student conferences with the faculty liaison, student and field education director as necessary.
  11. Maintain on-going contact with the faculty liaison to identify any issues of concern with the student or placement.
  12. Participate in the evaluation process as established by the Program and complete the end of semester evaluations of the student.

Task Supervisor assignment by some agencies to complement Field Instructor

In addition to being assigned a licensed social worker as field instructor, some agencies also assign the student a task supervisor. The task supervisor provides the student with day- to-day supervision. A task supervisor may have a master’s degree in another discipline as field instructor supervision is required to be provided by licensed social worker meeting the requirements specified. The task supervisor may give input to the evaluation, but the responsibility of evaluating student performance rests with the field instructor.

Faculty Liaison Responsibilities

  1. Provide explanation of field practicum policies and expectations of the school and agency relationship as questions arise during the course of liaison with the student and agency (in consultation with the MSW Field Education Coordinator).
  2. Provide mediation of issues/conflicts between the agency field instructor and the student or the Program.
  3. Monitor student progress toward accomplishment of learning objectives for the field practicum.
  4. Maintain consistent contact with the field instructor and student through visits to the agency a minimum of two times during the year and phone contacts, as necessary.
  5. At the generalist level, provide seminar classroom opportunities for integration of course material and field experience.
  6. Ensure completion of all requirements for the student/agency contracts and evaluation procedures.
  7. Evaluate student progress in the agency through the field seminar experience.
  8. Encourage and assist the field instructor in creation of challenging and rewarding experiences for agency-based learning.
  9. Complete agency liaison summary reports and submit summary report with evaluation forms, along with student time sheets to the MSW Field Coordinator.
  10. Participate in the semester evaluation process and recording of the final grade for the practicum experience.
  11. Maintain regular contact as needed with the MSW Field Coordinator, and as needed with the advanced practice course instructor.

Student Responsibilities

  1. Prepare self for an agency-based professional social work educational experience integrating course material, life experiences, and skill development.
  2. Complete all field instruction paperwork in a timely fashion and work collaboratively with the MSW field office to assist in the process of field practicum assignment.
  3. Review, sign and submit the Social Work Field Practicum Student Training Agreement to the MSW Field Coordinator prior to beginning field practicum.
  4. Complete all requirements for agency placement.
  5. Understand the operational procedures, structure, and functions of the agency.
  6. Act responsibly in all activities undertaken in the agency maintaining confidentially and ethical practice standards.
  7. Act in a professional manner as a representative of the agency to the wider community.
  8. Adhere to the NASW Social Work Code of Ethics
  9. Assume an active and responsible role in planning the learning objectives and specific responsibilities for the practicum experience, including, but not limited to, developing and updating the field practicum learning contract.
  10. Take responsibility for setting and preparing an agenda for weekly supervision at the agency.
  11. Notify the field instructor and faculty liaison in a timely manner of any issues in the field practicum.
  12. Maintain a schedule for attendance and prompt notification of any absences.
  13. Maintain field practicum time sheet including obtaining field instructor’s weekly review and signature and submission of time sheet to faculty liaison upon request during the semester and at the end of each semester.
  14. Be open to critical analysis and feedback of performance behaviors and integration of learning.
  15. Complete the required evaluation forms within required timeframes.
  16. Actively participate in the field evaluation process of student learning

Field Education Policies

Field Placement Readiness

Students admitted to the program have been assessed by the program as having met all requirements and are eligible for field placement. If, however, a student’s GPA falls below 3.0, an assessment of the student’s academic status and plan of study is completed to determine if the student will be allowed to proceed with the field planning process. The program’s Standards for Evaluating Academic Performance are used to assess professional and academic behavior when concerns are identified to determine field placement readiness. Additionally, students are required to earn a grade of B minus or better in all practice classes. If a student earns below a B minus in the designated practice courses, this affects their ability to continue in the next semester of field as there are designated practice classes taken concurrently with field.

Students applying for advanced integrated practice field placements must also earn a B minus or better in SWK 508 Diagnostic Processes to be eligible for Integrated Practice advanced field placement. (Note: If, the students plan of study calls for SWK 508 to be taken concurrently with SWK 610/612, the student must earn a grade of B minus or better in SWK 508 to continue into SWK 611/613).

Placement Planning and Field Assignment Process

Within the established procedures, the MSW Field Coordinator will work in consultation with the student, will make the arrangements for agency placement. Under no circumstances will students negotiate their own practicum placement.

The MSW Field Coordinator will provide students with a Field Placement Application and Planning Guide.

This guide includes:

  • Instructions for completing field placement written materials.
  • Field Education Policies.
  • Field Practicum Application.
  • Student Training Contract.
  • Framework in preparing a resume for field practicum.
  • Framework in preparing a cover letter for student introduction.
  • Sample Interview Notice and Interview Report Form.

Generalist and Advanced Year Field Planning

The MSW Field Coordinator sends an email notification to students eligible to apply for field instruction with instructions including an attachment to a field planning guide, employment-based field application and a link to submit an online field application and upload a resume and letter of introduction. Field planning meetings are held once students’ field applications and materials are submitted. By the end of this planning meeting, a plan will be developed identifying the student’s field placement preferences. The field office will contact the identified agency and explore field placement opportunities and will forward the students field materials to agency settings in order of student ranking. (If the first-choice option is not available, the field materials will be forwarded to the second agency ranked etc.)

The Process
  1. Students submit her or his Field Practicum Application, Student Training Contract, resume and letters of introduction by the due date.
  2. The MSW Field Coordinator will post meeting dates for student sign up for field planning meetings.
  3. By the end of this planning meeting a plan is be developed identifying the student’s field placement preferences and appropriateness of the placement for generalist or advanced level field placement.
  4. The MSW Field Coordinator then contacts the identified agency to explore field placement opportunities and forwards the students field materials to agency setting in order of student ranking. (If the first-choice option is not available, the field materials will be forwarded to the second agency ranked etc.)
  5. The MSW Field Coordinator provides students with an Interview Notice directing the student to contact the agency to schedule an internship interview.
  6. The student will contact the person listed on the Interview Notice and schedule an interview in a timely fashion.
  7. Student will complete the MSW Student Pre-Placement Interview Outcome Form and return the form to the MSW Field Coordinator within three business days of her or his field placement interview.
  8. The agency will complete an interview report form indicating whether the student is accepted for field placement following the student interview. The interview report form will also describe the field placement and will designate the name and contact information for the field instructor.
    1. In the event that the student is not accepted for the internship, the Field Education Office will discuss the reasons for the decision with the agency.
    2. There are times that agencies choose between several field candidates. There are other times when agencies determine a student will not be a good fit with the agency, and other times when concerns or other issues impact the decision not to accept a student intern candidate. The MSW Field Coordinator will discuss the reason for the agency decision with the student and as necessary assist students identify potential barriers impeding field placement assignment.
  9. Students may decline a field placement offer only for compelling reasons and should discuss reason with the MSW Field Coordinator in advance.
  10. Students turned down by an agency will be allowed to interview at another agency, however if the student is declined by two agencies an academic review will be scheduled.
  11. It is the responsibility of the MSW Field Coordinator to make the final pairing based on each student’s educational plans, agency ability to provide a quality field practicum, and program needs.

Employment-Based Field Instruction

In certain circumstances, students may be permitted to complete field education in their place of employment. The MSW Field Coordinator may grant this exception on a case-by-case review.

In such cases the following criteria must be met:

  1. The field practicum must be structured in a way that ensures separation of the student’s responsibilities as employee and that of student.
  2. To ensure new learning opportunities, the field placement must be in an area that is different from current, and past work assignments and responsibilities.
  3. The agency must:
    1. Relieve the student from employment obligations and assign different responsibilities to the student that meet student learning objectives or
    2. Provide a separate field experience not related to the employment obligations outside of normal work hours.
    3. Agree that the work-based field placement will have an educational focus.
    4. Establish an affiliation agreement with SUNY Brockport Department of Social Work
    5. Assign a different licensed social worker to provide field instruction supervision than her or his job supervisor and assign a different caseload. The assigned licensed social worker must meet the MSW Program’s criteria for qualification as a field instructor.

Students requesting an employment–based field instruction are required to submit an Application for Employment-based Field Education. Final approval of the employment-based field placement will be made by the MSW Field Coordinator or designee upon review of the required supporting documents.

Important Note:

Under no circumstances may a student accept or pursue employment in the same agency in which he/she/they is/are a field practicum student during the period of the field placement without the expressed permission of the MSW Field Coordinator.

Social Work Field Practicum Student Release of Information and Training Agreement

Students are required to submit a signed Student Release of Information/Training Contract as a component of the field application.

Field Learning Contract

At the beginning of the placement the student must develop an Individual Learning Contract with input, discussion and review with field instructor. The individual learning contract is to be submitted to the faculty liaison in the 3 rd field seminar class. The Individual Learning Contract is designed to facilitate the contracting process. Specific field practicum activities or tasks are documented in the field learning contract associated with each competency.

The Learning Contract is linked to the evaluation process and ensures that all students are given the opportunity to fully actualize the educational opportunities required. The document is designed to be fluid over the course of the field placement and should be amended and re-submitted to the faculty liaison when substantive changes are made. The Faculty Liaison reviews, comments (recommends changes) and approves the Learning Contract. The final spring semester learning contract is submitted to the MSW Field Coordinator by the faculty liaison for submission to students’ permanent field file.

The Learning Contract includes the following components.

  • Determining appropriate learning activities and assignments.
  • Link learning activities and assignments to specific competencies and practices
  • Clarify specific performance expectations that may be relevant (refer to field evaluation for performance criteria developed by program).

Grading

A minimum of 3.0 quality points or higher is considered passing for work for the GMSW field practicum/field seminar courses. Student’s receiving 3.0 quality points or higher in field seminar/practicum courses are given a letter grade of “S” S letter grades represents a Satisfactory Grade level. Satisfactory Letter Grades are used to measure student achievement in specified designated courses such as internship. Students’ earning below 3.0 quality points in field seminar/practicum courses are given an “Unsatisfactory” (U) grade. Credit hours are earned for satisfactory work, but such grades are not included in the grade point average.

The faculty liaison is formally responsible for determining the student’s grade in consultation with the field instructor. It is the expected that generally there will be consistency between the field performance and the seminar performance. To the degree that there is discrepancy in these areas, the faculty liaison/seminar instructor makes the final decision regarding the student’s grade as outlined in the field practicum/field seminar syllabus.

A student who receives an unsatisfactory or “U” grade in a field practicum/seminar course will require an automatic Academic/Field Review. (Please refer to the Field Review Policy and Procedure for additional information).

In rare circumstances a student may be given a grade of “In Process” (PR). This is usually done when a student’s field hours are being extended as part of their learning agreement. The “PR” grade must convert to an “S” satisfactory grade within six weeks of the end of semester grading cycle and prior to the beginning of the next semester. The grade of “PR” cannot be used as a substitution for a failing grade (U grade).

A grade of “I” for incomplete work will be arranged through the student and faculty liaison. This grade is given only in extenuating circumstances such as family or personal emergencies that have occurred during the semester and preclude course completion. Students are eligible for an incomplete grade only if they have completed a major portion of the course work requirements. Incomplete grades must be resolved within six weeks of the end of semester grading cycle. While the “I grade does not impact the cumulative grade point average, the ”I” grade remains on the student transcript along with the final grade earned in the course The procedure to petition for an “I” grade, as outlined in SUNY Brockport, catalog must be followed.

Graduate Certificate Opportunities

In the advanced practice year, students can participate in certificate programs including the Evidence Based Practice certificate in conjunction with the New York State Office of Mental Health, and a Gerontology certificate acknowledged by New York State. Information on certificates will be provided to students during the field placement planning process.


Academic & Policies

Academic Advisement

Individual advisement of students is a major and vital component of the educational experience for graduate professional social work education. The purpose of advisement is to help students obtain the maximum benefit from the educational experience. A process of developmental advisement will be utilized to help students integrate the professional and personal self. The focus is on both on academic and professional advisement.

Faculty Advisor Assignments

All incoming students are assigned a full-time faculty member as their advisor for the duration of their program. Advisor assignments and contact information are made available in the student’s on-line acceptance packet and may also be found in their Web Banner account.

Accessing Faculty Advisor Information – Web Banner

Please see the following instructions to view your advisor and contact information.

  1. brockport.edu
  2. Quicklinks
  3. Web Banner Log-in: Net ID/user password
  4. Click – Student Services Tab
  5. Click – Student Records
  6. View Student Information

View information from the general student record including entry term, level, class, advisor, major and degree type. Students may request a change in advisor, please see the process on, Changing Advisors.

Right to Advisement

Students have the right to proper advisement. The MSW Program places high value on the advising process. Academic and professional advising assists in achieving awareness and understanding of each student’s abilities and needs. Joint effort by both students and faculty is required in sharing the responsibility of structuring and implementing an educational plan that meets students’ needs. Advisement is needed for the academic and professional development of students.

Students accepted into the MSW Program will be assigned to a full-time member of the MSW program faculty for ongoing academic and professional advisement. For continuity, students will ordinarily remain with the assigned faculty member through degree completion. Students meet with their advisor each semester for course selection/registration. Students are encouraged to meet with their advisor whenever there are concerns regarding course performance.

Mutual respect should govern the interactions between advisors and students. Students and advisors have advising responsibilities to prepare for, actively participate in, and take appropriate action following advising sessions.

Student Responsibilities
  1. To take advantage of advising services and associated
  2. To understanding the requirements of the degree program and to return various program forms by the
  3. To know the policies of the Graduate School that govern master’s-level graduate
Faculty Advisor Responsibilities

To assist the student with the transition into graduate study and support the student’s initial involvement in the educational experience.

  1. To discuss the rationale for degree requirements, institutional and/or departmental requirements, policies, and
  2. To assist in developing the student’s plan of study and provide guidance for revisions as needed.
  3. To review the student’s academic performance and provide consultation and guidance as needed.
  4. To provide consultation and referral as needed, regarding academic or personal issues that may arise related to the student’s participation in the
  5. To provide guidance for the student’s professional
  6. To approve the student’s elective course
  7. To provide guidance toward the successful completion of the MSW

Students will be required to meet a minimum of once per semester with their faculty advisor and are encouraged to meet more frequently as needed. All Brockport MSW faculty advisors will hold regular office hours for advisement. The following times are especially important:

  • During
  • Before any drop/add
  • Following any report of unsatisfactory academic
  • Prior to withdrawal from the
  • When a student is experiencing personal, social adjustment, academic problems/challenges that are affecting performance in the
  • Record check for

During students’ initial conferences with their advisor, the Social Work Program’s curriculum is thoroughly reviewed. This curriculum outlines the course requirements for the student in sequential order and program requirements are discussed along with students’ educational and career goals. The advisor helps advisees relate past educational achievements to their present educational goals. Advisees are encouraged to become familiar with NASW Code of Ethics, professional Social Work Journals, organizations, and books in order to further assess and develop their social work education.

Academic advisement is typically scheduled for late October for spring registration and late March for summer/fall registration; please check the MSW academic calendar for specific dates. Check with your advisor for specific requirements for the MSW program and dates/times for advisement.

Please remember, however, that advisors are always available to answer questions and they provide both academic and professional advisement.

Changing Advisors

A student may request a change of MSW faculty advisor by contacting the desired MSW faculty advisor to obtain that faculty member’s agreement to serve as advisor and informing the original advisor of the change. Once these steps are completed, the student then submits a Mach form to the MSW administrative office signed by the faculty confirming this change.

Review of Student Progress

Each semester and throughout the semester, students’ progress will be evaluated by the faculty who are providing instruction and by the academic advisors to ensure that students are meeting standards for continuation in the Program. Students are expected to maintain a 3.0 GPA during all semesters.

Additionally, the Center for Graduate Studies also completes a grade audit each semester to ensure students remain in good standing and to notify a student of institutional policies if their overall semester grade drops below 3.0. In the MSW program, no grade below a C is considered passing.

Advanced Standing Students – Students in the 36-credit advanced standing program must obtain/maintain a 3.0 in the advanced standing bridge courses SWK 508 and SWK 533 to maintain advanced standing status.

Students who do not meet these academic standards will meet with their academic advisor. The advisor will also consult with the program director to determine an appropriate plan of study (e.g., to determine if other University policies are also impacted) which may include remediation and/or specific strategies of continued enrollment in the Program is warranted. Further information regarding academic standards may be found in the section on Program Policies.

Academic Standing/Academic Probation

Matriculated graduate students who have completed at least nine graduate credits at Brockport and whose cumulative Brockport graduate GPA falls below 3.0 are placed on Academic Probation I. Students receive written notification of their probationary status from The Graduate School.

Academic Probation I: Students are allowed to take up to twelve graduate credits on Academic Probation I. Students on Academic Probation I will be eligible to register for classes once a “Return to Good Academic Standing Course Plan” is approved and signed by their graduate advisor or program director as well as by the Graduate Dean (or the Dean’s designee).

Students on Academic Probation I who achieve a minimum cumulative Brockport graduate GPA of 3.0 after completing any of the twelve credits will be returned to good academic standing. If a student does not achieve the minimum cumulative Brockport graduate GPA of 3.0 after completing the twelve credits, the respective department Graduate Committee will review the student’s academic file and either:

  • Academically dismiss the student from the program immediately; or
  • Place the student on Probation II

Academic Probation II: Students on Probation II receive written notification of their probationary status from The Graduate School. They can take up to six graduate credits on Academic Probation II.

Students on Academic Probation II will be eligible to register for classes once a “Return to Good Academic Standing Course Plan” is approved and signed by their graduate advisor or program director as well as by the Graduate Dean (or the Dean’s designee).

Students on Academic Probation II who achieve a minimum cumulative Brockport graduate GPA of 3.0 after completing any of the six credits will be returned to good academic standing. Students who do not achieve the minimum cumulative Brockport graduate GPA of 3.0 after completing the six credits will be academically dismissed.

Academic Conditions of Admission supersede Academic Standing/Academic Probation Policy. This policy is also available online.

Return to Good Academic Standing Plan Form

Summary of Form

This plan is meant to help you achieve good academic standing (cumulative 3.0 GPA) at the University and complete your degree. For more details on academic probation and the financial aid implications of probation, please refer to the following links on graduate policies: Academic Standing/Academic Probation and Federal Academic Standards for Graduate Financial Aid Recipients

Satisfactory Academic Progress Standards to Retain Eligibility for Federal Title IV Financial AID – Graduate Level

Students are advised that continued eligibility for federal financial aid awards requires that students maintain compliance with Federal Satisfactory Academic Progress Standards. Federal Satisfactory Academic Progress Standards are reviewed at the end of each academic term. Students who fail to maintain pace, who fall below the required grade point average, or who meet or surpass the maximum time frame standard, or any combination of the standards, will be considered out of compliance and ineligible to receive Federal Title IV aid for future semesters, beginning immediately, until compliance has been regained. Notification of ineligibility following the term will be sent to students after the semester grades have been analyzed.

Academic Dismissal

Students may be academically dismissed from a graduate program for reasons:

  1. Failure to meet the conditions of a Conditional Admission, following recommendation of the academic
  2. Failure to maintain a cumulative GPA of 0 or above (see academic probation policy).
  3. Failure to adequately perform in field placements*
  4. Failure to meet individual program requirements. Such requirements may be in addition to and more restrictive than those delineated in the preceding two

*These can include but are not limited to unethical or illegal behavior, negligence, actions that are considered unsafe by the agency or MSW program, and violations of institutional policies or procedures.

Note: See Standards for Evaluating Academic Performancei, Policies and Procedures for Review of Academic Performance and Academic Grievances and Policies and Procedures for Review of Academic Performance and Academic Grievances located below for MSW program specific policies and procedures.

A student who has been academically dismissed from any graduate degree program at SUNY Brockport must wait at least six months before enrolling in any graduate course at the University. Students may explore options for appeal of an academic dismissal with the School Dean that is affiliated with their graduate program. These Institutional policies and procedures are available online.

MSW Standards for Evaluating Academic Performanceii, Policies and Procedures for Review of Academic Performance and Academic Grievances

Introduction

This document sets forth standards for evaluating academic performance, and policies and procedures for review of academic performance and academic grievances. These standards, policies and procedures apply to students enrolled in the MSW program. These standards are linked to students’ abilities to become effective social work professionals and are provided so that students and faculty can be clear about expectations and procedures to address academic performance concerns. The goal of these policies is to help students have a successful experience in the MSW program.

Faculty and field instructors who teach and supervise students, along with the MSW program director, will assess student academic performance and apply their professional judgment to determine if standards are being met during a student’s educational career. Professional judgment is the capacity to assess a situation by applying the values and knowledge of the social work profession, combined with a professional’s own experience and practice wisdom. It also represents the application of knowledge, values, and skills to making decisions in a helping process.

All social work students will be provided with and expected to read the Standards for Evaluating Academic Performance, Policies and Procedures and the National Association of Social Workers (NASW) Code of Ethics (2021)iiiin the MSW Student Handbook. Students will be asked to sign an acknowledgment that they have read, are aware of the contents of, and will abide by, the documents. The signed form will be kept in the student’s active file. All relevant federal, state, and local laws, as well as the institutional policies of SUNY Brockport, are applicable to these standards.

Standards for Evaluating Academic Performance

The MSW program evaluates academic performance in four general areas:

  1. Basic abilities to acquire professional
  2. Mental and emotional
  3. Professional performance
  4. Scholastic
  5. Both professional behavior and scholastic performance comprise academic

These standards were adapted in part from policies developed by the University of Texas at Austin, School of Social Work.

  1. Basic Abilities Necessary to Acquire Professional Skill:
    1. Communication: Demonstrates sufficient written and oral skills to comprehend information and communicate ideas and
    2. Written: Writes clearly, uses correct grammar and spelling, and applies appropriate writing style, including American Psychological Association (APA) referencing, appropriate source citation, and documentation. Demonstrates enough skills in written English to understand content presented in the program and to complete adequately all written assignments, as specified by
    3. Oral: Communicates effectively and sensitively with other students, faculty, staff, clients, and Expresses ideas and feelings clearly and demonstrates a willingness and an ability to listen to others. Demonstrates enough skills in spoken English to understand content presented in the Program, to complete adequately all oral assignments (with or without accommodations), and to meet the objectives of field placement experiences, as specified by faculty.
    4. Interpersonal Skills: Demonstrates the interpersonal skills needed to relate effectively with other students, faculty, staff, clients, and professionals and to fulfill the ethical obligations of the profession. These include compassion, empathy, altruism, integrity, and demonstration of respect for and consideration of others. Takes appropriate responsibility for own actions and considers the impact of these actions on
    5. Cognitive Skills: Exhibits enough knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in classroom and field. Demonstrates grounding in relevant social, behavioral, and biological science, knowledge, and research— including knowledge and skills in relationship building, data gathering, assessment, intervention, and evaluation of practice. Exhibits ability to conceptualize and integrate knowledge and apply that knowledge to professional
    6. Physical Skills: Exhibits enough motor and sensory abilities to attend and participate in class and practicum placement, with or without accommodations. (See section on Accommodations for Disabilities for clarification).
    7. Emotional and Mental Abilities: necessary for performance in the program and professional practice: Stress Management: Demonstrates ability to deal with current life stressors through the use of appropriate coping mechanisms. Handles stress effectively by using appropriate self-care and developing supportive relationships with colleagues, peers, and
  2. Uses sound judgment: Seeks and effectively uses help for medical or emotional problems that interfere with scholastic and professional Engages in counseling or seeks out support and help if personal problems, psychosocial distress, substance abuse, or mental health difficulties do any of the following:
    1. Compromise scholastic and other performance,
    2. Interfere with professional judgment and behavior, or
    3. Jeopardize the best interests of those with whom the social work student has a professional responsibility (as outlined in the current Code of Ethics by the National Association of Social Workers).
  3. Professional Performance Skills: Necessary for work with clients and professional practice:
    1. Professional Commitment: Exhibits a strong commitment to the goals of social work and to the ethical standards of the profession, as specified in the NASW Code of Ethics. Demonstrates commitment to the essential values of social work that includes the respect for the dignity and worth of every individual and his/her right to a just share of society’s resources (social justice).
    2. Professional Behavior: Exhibits behaviors that follow program policies, institutional policies, professional ethical standards, and societal laws, in classroom, field, and community including:
      1. Shows potential for responsible and accountable behavior by knowing and practicing within the scope of social work.
      2. Respects others, is punctual and dependable, prioritizes responsibilities, attends class regularly, observes deadlines, completes assignments on time, keeps appointments, and makes appropriate arrangements. Students should not have late assignments, request extended deadlines, or expect the opportunity to re-write assignments at the graduate level.
      3. Works effectively with others, regardless of level of authority.
      4. Advocates in an appropriate and responsible manner and uses proper channels for conflict resolution.
      5. Shows a willingness to receive and accept feedback and supervision in a positive manner, as well as use such feedback to enhance professional development.
      6. Appearance, dress, and general demeanor reflect a professional manner.
    3. Self –Awareness: Exhibits knowledge of how one’s values, attitudes, beliefs are demonstrated in the following ways:
      1. Incorporates professional knowledge, values and skills in professional decision-making.
      2. Recognizes that in a helping process, emotions and past experiences affect thinking, behavior, and relationship.
      3. Accurately assesses one’s own strengths, limitations, and suitability for professional practice.
      4. Shows awareness of self and how one is perceived by others.
      5. Reflects on one’s own limitations as they relate to professional capacities.
      6. Is willing to examine and change behavior when it interferes in working with clients and other professionals.
    4. Ethical Obligations: Current behavior and classroom performance demonstrate adherence to the ethical expectations and obligations of professional practice, noted in the NASW Code of Ethics. Ethical behaviors include:
      1. Adherence to the NASW Code of Ethics.
      2. Systematic evaluation of clients and their situations in an unbiased, factual way; comprehension of another individual’s way of life and values.
      3. The use of empathic communication and support of the client as a basis for a productive professional relationship.
      4. Appreciation of the value of diversity and effective and nonjudgmental relation to and work with others who are different from oneself. Appropriate service to all persons in need of assistance, regardless of the person’s age, class, race, religious beliefs, gender, disability, sexual orientation, and/or value system. No imposition of personal, religious, sexual, and/or cultural values on clients.
      5. Demonstration of respect for the rights of others including the client’s rights to freedom, choice, and self-determination.
      6. Maintenance of confidentiality as it relates to human service, classroom activities, and field placement.
      7. Demonstration of honesty and integrity by being truthful about background, experiences, and qualifications; doing one’s own work; giving credit for the ideas of others; and providing proper citation of source materials.
      8. Demonstration of clear, appropriate, and culturally sensitive boundaries; does not sexually harass others; make verbal or physical threats; become involved in sexual relationships with clients, supervisors, or faculty, abuse others in physical, emotional, verbal, or sexual ways; or participate in dual relationships where conflicts of interest may exist.
  4. Scholastic Performance:
    1. Students are in academic difficulty if their GPA falls below a 3.0. When this occurs, students are placed on academic probation and may take no more than six credits in a semester. Students have two semesters to achieve a 3.0.
    2. Students receiving an Unsatisfactory (U) grade for field or an F in any required social work course are considered also to be in academic difficulty. An automatic field review is called for students receiving an unsatisfactory grade in field and an academic review may be called for students doing poorly in or failing a required social work course. An overall GPA of 3.0 is required for graduation.

Policies and Procedures for Review of Academic Performance

Academic Review

An academic review is a formal review process which includes any field related concerns. The Review is convened by the MSW program director and will include the student, the student’s advisor and one or more MSW faculty having direct knowledge of the student’s academic performance (include field). If either the MSW program director or faculty identifying the performance concern is also the student’s academic advisor, the student will be assigned another member of the faculty to serve as advisor during the review. If the concerns are in field, the field coordinator, the student’s field instructor and field liaison will also be included in the meeting.

  1. The program director will serve as chair and the recorder for this review. The student, advisor, and MSW faculty (including field faculty) may present information both verbally and in writing as part of the If field related concerns, the faculty liaison will summarize in writing the contacts and actions taken and will provide copies to all parties involved in the review.
  2. The student can request the presence of a supportive MSW Community member at the
  3. The Review will usually result in immediate decisions. In the event of significant concerns or the need for additional information, the program director, academic advisor and participating faculty may elect to go into executive
  4. Written decisions must be made within ten business days of the Review and placed in the student’s permanent student
  5. Formal student notification of the review decisions must be made within ten business days of the Review and is sent by certified
  6. Remedial actions to address the concerns may include the following:
    1. The student may be required to take specific actions to address academic concerns related to the four performance standards (basic abilities to acquire professional skills, mental and emotional abilities, professional performance skills, and scholastic performance). The remedial actions identified should specify implementation actions to be taken, demonstrated outcomes, and
    2. The student may choose to take a leave of absence from the program and reapply at a later date. If this option is chosen it should include specific tasks that must be accomplished to be considered for return to the
    3. The student may be required to complete additional field
    4. A change of placement may be
    5. The student may choose to withdraw from the
    6. The student may be terminated from the

Academic Review Appeal

A student who believes that the case has not been handled appropriately or resolved to her or his satisfaction may appeal in writing utilizing the appropriate procedures of the home institution of the student’s faculty advisor. These procedures are outlined in the Student Appeal and Grievance Procedures Regarding Contesting a Program Action. Appealing the Decision of an Academic Review

A student who believes that the case has not been handled appropriately or resolved to her or his satisfaction may appeal in writing. These procedures are outlined below:

Student Appeal and Grievance Procedures

Students who have grievances regarding courses or program action should seek resolution within the program and department according to the following procedures:

  1. Student contacts and consults with the program director or academic advisor to seek clarification regarding program action within two weeks of being informed of the program
  2. If no satisfactory resolution is obtained regarding program action, the student appeals in writing to the department chair within 30 days of the decision notification of the program action. If the department chair was involved in decision affecting the student, the Associate Dean of the School of Education, Health and Human Services, will review the student
  3. The written appeal must include details of the student’s grievance and the reasons as to why she or he believes the matter requires additional consideration. Any relevant supporting documents should be attached to the
  4. The department chair may request any or all the following when considering the student’s appeal: additional data; consultation with the student, instructor, and/or faculty advisor; formal meeting(s) between all parties involved. Any formal meeting(s) will be held within two weeks of receipt of all written
  5. Written notification of the department chair’s decision will be forwarded to all parties concerned within 15 business days of receipt of the student’s written appeal. A copy of the decision will be placed in the student’s academic advisement file for department
  6. If no satisfactory resolution is obtained, he/she may appeal in writing to SUNY Brockport’s Associate Dean, School of Education, Health and Human Services and provide supporting
  7. Written notification of the associate dean’s decision will be forwarded to all parties concerned within two weeks of receipt of the student’s written appeal. A copy of the decision will be placed in the student’s academic advisement file for department record.
  8. If no satisfactory resolution is obtained, he/she may appeal in writing to the vice- Provost at SUNY Brockport,
  9. Grade appeals follow the University of Brockport’s Grade Appeal Policy and

Grade Appeals

Students should address any question or disagreement about grades as quickly as possible with the course instructor and/or department chair. An attempt to resolve the issue informally with the instructor and or department chair is required in all cases. After carrying out the informal process, however, the student may wish to initiate a further appeal. Time limits for grade appeals: The student must file a written grade appeal with the department chairperson within thirty (30) calendar days from the date on which the registrar posts the grades for the semester in which the course was taken. During this 30-day period, the student must also engage in the informal attempt to resolve the disagreement. The University Policy may be found online.

Social Work Professional Conduct

Students in the MSW Program are expected to conduct themselves in a manner consistent with the NASW Code of Ethics, the values of the profession, and the Program. This includes, but is not limited to, respect for others, personal integrity, a commitment to human rights, social and economic justice and social change, an openness to growth and change, respect for the views of others, tolerance for difference, and respect for human diversity. Additionally, students are expected to adhere to all policies of SUNY Brockport regarding student conduct, published in the Graduate Catalog, Student Handbooks, and other published documents.

During the academic experience in the MSW Program, students are given guidelines and standards to assist their transition to a professional role. Professional Conduct is a significant part of the professional and academic standards in the social work degree program. Professional conduct involves the core performance behaviors of:

Professional conduct and accountability involve the following expectations integrating the core performance behaviors:

  • Task management
  • Self-awareness
  • Professional relationships with respect for diversity and appropriate boundaries (with peers and professors as well as clients and supervisors)
  • Clear, timely, and responsible communication
  • Ethical decision – Adherence to the NASW Code of Ethics
  • Use of proper channels for conflict resolution
  • Critical thinking
    1. Students are expected to attend every graduate class, come prepared to discuss the readings, share ideas, engage in active critical thinking and discussion, and respect diverse Critical thinking and respect for diverse perspectives involve learning as much as possible about opposing viewpoints as well as one’s own viewpoint.
    2. As with employment responsibilities, absences impact professional accountability and academic performance evaluations. Students are expected to have back up plans for childcare, transportation, and family responsibilities and to make arrangements with employers so that students can attend every class and be on time. Students should notify their professors ahead of time or as soon as possible following an absence, just as one would inform a supervisor of an absence at work or in an internship. Students’ colleagues should also be informed when the absence impacts group work for the
    3. It is the student’s responsibility to attend each class, to be prepared for class, and to participate in a meaningful and professional way. Recognizing, however, there are those instances when a student may be unavoidably absent from class, students may miss one class without penalty. Any absences beyond that will be penalized
    4. Repeated late arrival, early departure or extended break time will result in absence penalization at the instructor’s discretion. In online and hybrid courses, class attendance is represented through a variety of assignments, activities that demonstrate class
    5. As in all courses, but particularly in online and hybrid courses, active and consistent participation is required and critical to student success. Failure to fulfill online and hybrid course expectations and requirements jeopardize student learning and academic success, therefore the grading table presented above also is utilized in online and hybrid course attendance.
    6. A student who is unable to participate in any class, examination, or assignment due to his or her religious holy day requirements shall not be penalized, provided the instructor has been notified in writing at least two weeks prior to the
    7. Students are expected to submit all assignments on time and in hard copy. Late assignments cannot be submitted without prior discussion with the professor who may deduct points for lateness. Professors may determine that late assignments are not acceptable, or they may impose a time limit beyond which a paper cannot be submitted because assignments frequently are sequential and build upon one not her. If a paper is submitted by email to meet a deadline, a hard copy of the paper is expected the next
    8. Students are expected to be respectful of professors and classmates during class sessions just as they would be respectful of work supervisors, field instructors, and colleagues at work or internships. Cell phones, pagers, and personal communication devices should be turned off and there should be no text messaging during class or internship meetings. If an urgent message is expected, this should be anticipated with the instructor, settings should be set to “vibrate,” and a student should leave the classroom to take the message.
    9. In both field agencies and at Brockport Downtown, students should dress appropriately to each Students should inquire as to the dress code expected at their field agency.

Student Rights and Responsibilities

The MSW Program faculty recognizes certain fundamental rights and responsibilities of the student as outlined below:

Student Rights – Students have the right of protection against improper disclosure of their views, beliefs, academic records, and political associations, and from limitations upon freedom of expression with all due process of law.

  1. Students have the right to be free of sexual harassment by faculty, staff, university employees, students, and in the field
  2. Students have the right of protection against prejudicial or capricious academic and field evaluations, and against faculty behavior which impedes student progress, such as canceling class frequently with no mutually agreeable rescheduling, failure to provide course objectives or expectations, consistently not returning papers or exams within a reasonable period of time, and not posting or keeping regular office
  3. Students have the right to organize in their own
  4. Students have the right to establish and issue publications free of pressure aimed at controlling editorial Editorials shall be written solely at the discretion the organizations sponsoring those publications. No claims of representation of the MSW program, or SUNY Brockport shall be made by these publications without prior authorization.
  5. Students have the right to freely engage in activities on or off campus, in the company of their choice, exercising their rights as citizens of the community, state, and nation. Students shall not claim to represent the MSW Program, or SUNY Brockport without prior authorization.
  6. Students have the right to use the resources of Brockport Downtown, subject to all the rules and regulations regarding student use of such
  7. Students have the right to invite and hear speakers of their choice on subjects of their choice in meetings, which students
  8. Students have the right to petition, through proper channels, in all matters of academic and student affairs, including changes in curriculum, field instruction, faculty advisor, grades, and in all cases of
  9. Students have the right, when participating in research projects or other scholarly works under faculty direction as part of their formal academic programs, to receive appropriate recognition for their contribution to the
  10. Students have the right to enjoy equal rights regardless of race, color, creed, religion, national origin, marital status, political affiliation or beliefs, sexual orientation, disability, sex, gender identity or age. Students have the right to consult regularly with their academic advisor for academic and professional

The above rights are protected by, and subject to, the institutional policies of SUNY Brockport.

Responsibilities

Although social work faculty make great effort to inform students of their rights, the students have the responsibility to familiarize themselves with the policies and procedures of SUNY Brockport, and the MSW Program.

Students are primarily responsible for knowing the degree requirements and following the policies that govern their academic program. Students are expected to adhere to the highest standards of professionalism as students, researchers, and social workers.

The above-mentioned rights and responsibilities are intended to facilitate:

  • Opportunities for students to organize in their own
  • Opportunities for faculty and student collaboration in matters of Program policies operational procedures, and academic
  • Student participation in the formulation and modification of policies affecting academic and student
  • Student participation in the development of policy, practice, and course development and
  • Student evaluation of course and field

Center for Graduate Studies Policies

The policies listed in this section pertain specifically to both matriculated and non-degree students enrolled in graduate courses at The University at Brockport. However, graduate students should carefully note that there are also policies listed in other categories that apply to all students at the University, including graduate students. For example, the Grade Appeal Policy, found under the “Academic Policies” category, is applicable to all students. It is, therefore, strongly recommended that graduate students review these other policy sections.

Center for Graduate Studies

Academic Integrity

Education cannot take place in the absence of trust. Students are expected to abide and conduct themselves by the codes of academic integrity for SUNY Brockport. The student or students responsible for a paper or presentation must be the sole authors of assignments. No paper of assignment may be submitted to fulfill the requirements of more than one course (though ideas from one course may inform assignments for multiple classes). Appropriate credit must be given for the sources of ideas. Plagiarism of any type is a major violation of academic integrity. Papers or presentations that violate any aspect of academic integrity will be penalized and are grounds for further disciplinary action.

The MSW Program follows SUNY Brockport Policy on Academic Dishonesty which can be found online.

Below please find Context of Policy for Students and Definitions of Academic Dishonesty as Covered by this Policy:

Context of Policy for Students:

Academic dishonesty, “cheating” and other forms of misrepresenting others’ work as your own, such as plagiarism, are considered serious breaches of academic integrity and are major violations of the standards of ethical behavior that the University expects from all its students.

When detected, as it often is, academic dishonesty can result in a range of disciplinary actions including failure on an assignment, failure of a course, or even Conduct Dismissal from the University. Records of disciplinary actions for dishonesty are kept and conduct dismissals are noted on university transcripts. The best rule is to assume that instructors expect all work (exams, papers, projects, etc.) submitted for grading to be entirely your own, done without collaboration. If the instructor allows or desires collaboration, you should assume that the instructor will make that clear in the assignment. If the instructor has not explicitly stated that collaboration is permitted, all work submitted should be entirely your own.

Definitions of Academic Dishonesty Covered by this Policy.

Violations of the Student Academic Dishonesty Policy refer to actions related to the standards of honesty required in submission and evaluation of coursework in any undergraduate or graduate course bearing SUNY Brockport credit. These violations include, but are not limited to the following:

Plagiarism — presenting as one’s own, the exact words of another, not properly indicated by quotation marks, paraphrased text too similar to the original, ideas, or creative products of another without providing an adequate standard form of documentation to identify the source — such as footnotes, endnotes, or bibliographic documentation. Students are advised to scrupulously acknowledge and properly cite all sources to give appropriate credit for borrowed materials.

  1. Fabricating facts, data, statistics, or other forms of evidence included in papers, laboratory experiments, theses, or other
  2. Presenting someone else’s examination results, paper, computer work, or other material as one’s own This includes work done as part of group/team effort unless collaboration has been specifically approved by the instructor for any assignment. Students should always assume that any out- of-class assignments or take-home examinations are to be done individually and without help or collaboration unless the instructor specifically states otherwise. Students should not generalize from one assignment to another as instructors may permit collaboration on some assignments but not on others.
  3. Representing one’s own performance as another’s or knowingly allowing such misrepresentation to occur, e.g., signing another student into class; taking an exam for another student; writing or attempting to write an examination, paper, computer work, or other material for another
  4. Buying and selling or sharing of examinations or assignments; being in possession of examinations or answers to examinations without the instructor’s
  5. Using “cheat sheets,” looking onto another’s paper, talking to someone other than the instructor or proctor during an examination, or using any other method of communication (e.g., cell phones, text messaging) during an examination without the instructor’s
  6. Failing to follow the rules of conduct for taking an examination as stipulated by the instructor prior to the examination or as stated in a written course
  7. Presenting work for a current course (e.g., papers, projects, research) that is substantially the same as a previous submission for another course without obtaining the current instructor’s prior consent to do When the courses are taught in the same semester, informing, and obtaining prior approval of both course instructors is required to avoid a possible dishonesty charge.
Harassment and Discrimination Policy

The MSW Program is committed to non-discrimination and takes pride in maintaining an environment that celebrates diversity. The Program staunchly supports and abides by SUNY Brockport’s Harassment and Discrimination Policy which states:

SUNY Brockport will not tolerate discrimination or harassment of any type, from any source. It is the responsibility of all University administrators, supervisors, employees, and students to create and maintain a workplace and academic environment free from discrimination and harassment

Bias Reporting

In alignment with The Strategic Plan goals — “To be a Great University at which to Learn and Work,” SUNY Brockport is devoted to maintaining an inviting, respectful and collaborative community in support of all its members. Dedicated to principles that foster integrity, civility, and dignity, our commitment to “Building a Better Brockport” is demonstrated through efforts focusing on continual growth and improvement. In support of monitoring and responding to incidents impacting the institutional climate and culture, the bias-related incident reporting system was developed.

The term “bias related incident” refers to language and/or behaviors which demonstrate bias against persons or groups because of factors (actual or perceived) such as: race, ethnicity, national origin, religion, creed, age, sex, gender, gender identity, gender expression, sexual orientation, medical condition, body size, disability, marital status, familial status, pregnancy, predisposing genetic characteristics, veteran status, domestic violence victim status, ex-offender status, and/or socioeconomic status.

If you have experienced a bias relate incident, please report it online.

Social Media Policy

All students are expected to adhere to the ethical standards of the profession when interacting with classmates, field instructors and colleagues when using social media or social networking sites. Students should refrain from establishing informal relationships with clients and faculty through social media as it may be difficult to maintain professional boundaries. All postings on social media sites must follow confidentiality guidelines and should reflect the highest professional standards and students should think carefully as to how their postings would reflect on them, the Universities and the profession. Violations can be subject to disciplinary actions by the program, the department and the University.

Program Academic Concerns

Each semester and throughout the semester, students’ progress will be evaluated by the faculty who are providing instruction and by the academic advisors to ensure that students are meeting standards for continuation in the Program. Students are expected to maintain a GPA of 3.0 during all semesters. No grade below a C is considered passing at the graduate level.

A minimum grade of B- is required for all practice and clinical courses (SWK 508, 602, 604, 605, 616, 645, 654, and 680). A minimum of B is required for a satisfactory grade (S) in all field courses (610, 611, 612, & 613).

Student/Faculty Concerns

Normally, student/faculty concerns are resolved at the Program level with the individual faculty member. If not resolved, they are referred to the MSW Program Director. If necessary, concerns of an academic nature should then be addressed in writing to the Social Work Department Chair, and then the Associate Dean of the School of Education, Health and Human Services.

Student Code of Conduct

All Students at SUNY Brockport are bound by the Student Code of Conduct. Students are asked to read and accept the Code of Conduct annually at time of course registration.

Student Accessibility Services

The goal of the student accessibility services office is to promote self-determination in students by offering support and resources while encouraging inclusivity and universal accessibility throughout the University community.

Students with documented disabilities may be entitled to specific accommodations. Student Accessibility Services makes this determination. To inquire on obtaining an official letter to the course instructor detailing any approved accommodations.

Academic Calendar

The MSW Program follows SUNY Brockport academic calendars and is strictly adhered to for billing, course registration deadlines, and related academic and administrative policies. The complete academic year calendar may be found at /academics/calendar/.

Course Registration

  1. Incoming students are registered by the program for their first semester
  2. After the first semester, students will need to contact their advisor to receive advising and an advisor key code.
Class Schedules

Classes are scheduled to meet once a week, during the early part of the day, late afternoon or early evening.

  • Full time students generally take daytime courses, based on seating availability/caps, evening sections may be the only option.
  • Part time students generally enroll in evening classes, based on seating availability, part-time students may register for daytime sections.
  • Changes may be requested and are based on a space available basis with instructor or director

Please Note: Days, times, seat availability and method of instruction may be changed without prior notice to students by the MSW Program or the University.

Directed Study

The purpose of a directed study is to allow students to engage in research and/or study in a specialty area that is not available through established course offerings. A directed study is not designed to resolve schedule conflicts. It requires a comparable workload, a similar time frame, and the same quality level of work as in the regular courses.

Online – Synchronous Learning Class Expectations and Etiquette

  1. Be dressed in clothes you would typically wear to class. Professionalism is a key aspect of social work and should be maintained on all online meetings.
  2. You should be sitting up throughout class.
  3. Your video needs to be on the majority of the time. If you need to step away for a moment or there is a disturbance, you can turn of your camera for a few moments.
  4. Your mute should be on unless you are talking or in a small group setting.
  5. Please make sure that wherever you choose to be online that it is an appropriate setting (i.e., a place that you don’t mind others seeing).
  6. Please limit visual distractions including eating, drinking, talking to others in your house, watching television, or other actions that can be distracting to others in the class to be distracted.
  7. We understand that your home may also house parents, children, other family members, significant others, roommates, and pets. We also understand you may sometimes need to attend to those that live in your household.
  8. We completely accept that and just ask if the distraction level is going to be high; you let your instructor know and turn your camera off and mute yourself.
  9. Ask permission before you screenshot or record a lecture.
  10. Switch to gallery view to view your classmates during discussions.

Attendance

The student is responsible for all assigned course work and cannot be absolved of this responsibility. When enrolled in a course, the student is obligated to do all the work assigned. Punctual and regular attendance is vital to the discharge of this obligation. Absences, excused or not, do not alter this responsibility.

  1. Absences will be excused for (a) documented illnesses, (b) official representation of the University, (c) death of a close relative, (d) religious holiday, and (e) other circumstances beyond the control of the
  2. Excuses for official representation of the University must be obtained from the official supervising that activity or
  3. Students whose unexcused absences exceed 15 percent of the scheduled classes and laboratories may receive a lowered grade or failure at the instructor’s
  4. Repeated late arrival, early departure or extended break time will result in absence penalization at the instructor’s discretion. In online and hybrid courses, class attendance is represented through a variety of assignments, activities that demonstrate class
  5. As in all courses, but particularly in online and hybrid courses, active and consistent participation is required and critical to student success. Failure to fulfill online and hybrid course expectations and requirements jeopardize student learning and academic
  6. A student who is unable to participate in any class, examination or assignment due to his or her religious holy day requirements shall not be penalized, provided the instructor has been notified in writing at least two weeks prior to the

The University’s attendance appeal policy and procedures is available online.


Field Education Forms

Reach out to a faculty member for PDFs of the Field Experience Forms.


Additional Information & Resources

MSW Field Instructor Reciprocity Policy and Procedure

In recognition of the valuable contribution made by social work field instructors (field educators) to the MSW Program, SUNY Brockport offers the opportunity for MSW field educators to request a SUNY Tuition Waiver.

SUNY Tuition Waiver

The SUNY Brockport Social Work Department offers tuition waivers to our field instructors who supervise social work students. A three-credit graduate tuition waiver may be requested at the end of the academic year, for MSW level field placements completed during that academic year, by completing and submitting the Tuition Waiver Request Form using the link provided by the MSW Program. In order for the waiver request to be approved and processed, the instructions include a requirement that the designated recipient submit their social security number using a secure website. The website address will be provided in the electronic application link.

The tuition waiver can only be issued to the primary field instructor or if declined by the field instructor, can be issued to day-to-day task supervisor for field placements using a task supervision model to supplement field instruction supervision. If a task supervision model is in place, the social work field office must have a record of this person listed as a task supervisor at the time of placement.

The tuition waiver is issued after the completion of the academic year (two semesters of placement). It will be sent directly to the recipient by the University via the mail. Once the tuition waiver is issued, it can be submitted to the student accounts office for tuition bill payment.

The recipient of the waiver must claim the value of the tuition waiver as income for tax purposes. Cannot issue waivers in any semester other than the academic year in which the waiver was earned.

Library Privileges for Field Instructors

MSW Field Instructors have complimentary loan privileges at SUNY Brockport. The Circulation Department at Drake Library on the main campus at Brockport will be provided with a list of Field Instructors at the beginning of each new academic year. In going to that library, you should identify yourself as a “Field Instructor” at the Circulation Desk and bring a driver’s license to receive the complimentary borrowing privilege of library materials. If you wish to use SUNY Brockport databases to search for and access online journal articles, you will be asked to pay the $25 annual fee. The borrowing policy for SUNY Brockport can be found on the Drake Library website.

Insurance Coverage

Please refer to the SUNY Brockport Social Work Field Practicum Affiliation Agreements for liability insurance coverage.

Accident

The University does NOT carry insurance that would cover students transporting of agency client/patients on agency business, or student travel to and from agency field placements.

Mandatory New Student Orientation

A group orientation program is held for all incoming students. During orientation students meet the faculty and each other and to receive a general overview of the institutional and program mission Program and goals. Students learn about institutional resources including library and information technology resources, registration information about courses, information about Brockport Downtown, and other pertinent information. Students are also advised at that time and at other points in the semester. In advance of the orientation, students are provided a link to the MSW Student Handbook and are asked to read the handbook in advance of the orientation meeting so that their specific questions may be addressed during advisement meetings.

Immunization Records

All students registered for classes at SUNY Brockport**, regardless of the number of credit hours, must provide proof of immunity to measles, mumps, and rubella, and provide a meningitis response.

* Students born before 1957 are exempt ** “SUNY Brockport” includes Brockport Downtown

Before classes begin, ALL graduate students must submit immunization history to include:

  1. Proof of immunity to Measles, Mumps, and Rubella (MMR)
  2. Submit date of meningitis vaccine which must be within five years of start of classes or online declination of
  3. These requirements must be completed before classes begin or the student will be deregistered and not permitted to attend classes. In addition, a hold will be placed on the student’s account and the Registrar will charge a fee to re-register the classes.

More information

Conferral of the MSW Degree

All requirements for the MSW degree, including a minimum GPA of 3.0, must be successfully completed prior to commencement. All financial obligations of SUNY Brockport must be fulfilled before the degree will be awarded. On the official transcript, a statement will be posted that all requirements have been met as of the end of the term in which requirements are completed. Students completing degree requirements in August or December will receive their diplomas once degree requirements are verified.

Credit for Life Experience Policy

The MSW Program does not grant credit for life experience. Consistent with CSWE accreditation standards, no exceptions are made to this policy.

Federal Financial Aid (Graduate Student Loans)

This federal loan is for matriculated students who are enrolled at least half-time (six credits). It has a low fixed interest rate and repayment begins six months after the student graduates or falls below half-time enrollment. The Federal Unsubsidized Stafford Loan is not need based and interest does accrue during in- school periods. Apply yearly by filing the FAFSA by the University’s suggested deadline to ensure funds for the fall. No separate application is required. Limits exist as to how much Federal Stafford Loan a graduate student can borrow. The limits are annual and aggregate.

Graduate Continuous Enrollment Policy (University Policy)

Continuous enrollment requires, at a minimum, the completion of one graduate level course each 12 months. A matriculated student who discontinues enrollment, unless granted a leave of absence, will lose matriculated status, and must apply for readmission. Should readmission be offered at that time, the applicant must then meet any new requirements for admission, as well as any new requirements for the degree at the time of readmission.

Graduate Studies Forms

Find all the current forms in use, including course/program withdrawal, Temporary Academic Leave, Independent Study and Application for Graduation.

Graduate Full-Time Status for Enrollment Verification Purposes

A graduate student at SUNY Brockport has full-time status for Enrollment Verification purposes when: enrolled for at least 9 graduate credits per semester and/or registered for thesis credit(s). Full-time graduate student enrollment for tuition and federal financial aid purposes begins at 12 graduate credits per semester. Graduate student eligibility for federal student loans begins at 6 graduate credits per semester.

Temporary Leave of Absence

Students whose progress toward degree completion is interrupted by circumstances beyond their control may apply for up to a year’s leave of absence. Application for such a leave is made to the student’s department. Leaves of absence approved by the department will not be charged against the time for degree completion, as stipulated by SUNY Brockport policy. If circumstances warrant, students may apply for extensions of such leaves, up to a maximum of three years in total leave time.

Degree Time Limit

A student seeking the MSW degree must complete the requirements in five calendar years from the date of matriculation.

Health Insurance (University Policy)

SUNY Brockport requires that domestic students comply with health insurance regulations as federally mandated by the Affordable Care Act. This law requires that all individuals have health insurance.

The Family Educational Rights and Privacy Act (FERPA)

The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. In accordance with FERPA, the MSW Program has adopted certain policies addressing the security of student’s academic work-papers, projects, exams, etc. It is not possible for faculty to post grades or to leave students’ completed work in the MSW office. Students’ work must be returned to individuals at class, to students’ homes via the mail (students must provide postage for assignments and grades from faculty to be mailed to their homes), or through other means as arranged by the student and faculty member to safeguard confidentiality. These policies will help to assure students’ privacy with regards to grades and coursework.

SUNY Brockport Emergency Notifications

The Emergency Alert System at SUNY Brockport will be activated. Students are encouraged to maintain updated contact information using the link on the University’s Emergency Information website, included on the website is detailed information about the University’s emergency operations plan, classroom emergency preparedness, evacuation procedures, emergency numbers, and safety videos. In addition, students are encouraged to familiarize themselves with the Emergency Procedures posted in classrooms, halls, and buildings and all University facilities.”

APA Reference Guidelines

The MSW Program uses the American Psychological Association (APA) Publication Manual – 7 th edition as the official reference source for the Program. Students are expected to utilize these guidelines for all assignments. APA guidelines are used for crediting appropriate sources, formatting all elements of documents, and proper use of language (e.g., culturally, gender, and academically appropriate). Faculty may penalize students for failure to utilize APA guidelines properly.

Please visit the SUNY Brockport Drake Memorial Library website

Redundancy Policy for Transfer Credit or Course Waiver – Transfer Credit Policy

To avoid redundancy while promoting program integrity, the MSW Program will consider transfer credit for students who have completed and mastered comparable course content in a graduate course prior to admission to the MSW program. Graduate transfer credit may come from course work taken in another MSW Program, a master’s degree in a related field, or graduate course work taken elsewhere.

Decisions about transfer credit for a required course are made on a case-by-case assessment examining criteria which include a review of the course syllabus (and graded assignments where requested) and a grade of B or better in a comparable course.

Petition Process

The student must initiate the process for transfer credit for a course by petitioning the Program Director for course equivalency credit based on the belief that prior graduate course material is comparable to generalist level course work or elective course work was and has been mastered with a grade of B or higher. (See Transfer Course Petition).

The student will present the transfer course petition and the required documents to the Program Director who will assign full-time faculty to review the syllabi (and graded assignments if requested) to determine how it corresponds to the MSW course for which the student seeks transfer credit. The faculty will make a recommendation regarding transfer credit after reviewing the syllabus, and the Program Director will make the final decision.

The petition process for transfer credit should take place after the student is notified of acceptance into the MSW program, but all documentation must be received a minimum of 3 weeks before the start of the semester to ensure time for review and placement in the proper courses. Once a semester has begun, there are no reviews of transfer credit petitions under the redundancy policy for courses taught that semester. Students who are unable to produce the required information will not be eligible for consideration of transfer credit.

Course Waiver Policy

To avoid redundancy while promoting program integrity, the MSW Program will consider course waivers for students who have completed and mastered comparable generalist course content in a course prior to admission to the MSW. When a student receives a waiver from a required generalist level course, s/he must complete another course—usually an elective approved by an advisor—to earn the needed credit. Decisions about course waivers are made on a case-by-case assessment examining criteria which include a review of the course syllabus (and graded assignments where requested) and a grade of B or better in a comparable course taken within the past five years of admission to the program. No more than 12 credits can be waived and/or transferred into the program, subject to the approval of the MSW faculty.

Generalist Practice Courses – Due to the clinical content in the SWK 501 & 502 and field internship SWK 504 & 505 and the imperative role of these courses in the professional development of social work students and their eligibility for clinical licensure, there is no waiver option for generalist practice and field internship courses.

Transfer Credit

  • 60 credit Program – Up to a total of 12 graduate level credits (500 or above).
  • 36-credit Program – Up to a total of 6 credits (500 or above)
  • Transfer Credit – Generally used towards elective coursework, up to 6 credits, unless otherwise approved by the Program Director.

Additional policies and procedures regarding transfer credit are as follows:

  1. Transfer credit must be appropriate to the MSW degree and congruent with the student’s educational Students petitioning for transfer credit are advised that the advisor ordinarily requires evidence, beyond the transcript, which clarifies the substance of the course (e.g., course outline, papers or exams, catalog description, etc.). Such evidence is necessary to render a reasonable judgment on equivalence of content of MSW course work and/or relevance of electives to the student’s educational Plan of Study
  2. A minimum grade of B (3.0) or higher must be earned for each course. Courses graded S/U, P/F, or Audit are not
  3. The official transcript is required before awarding transfer
  4. Grades earned in transfer are not included in the quality point
  5. The course name does not appear on the transcript. Only students who petition to have transfer credit accepted for required courses will have the name of the course appear on the transcrip

Weather and Class Cancellation Policy

In the event of severe weather, conditions that create hazardous driving it may be necessary to cancel classes. MSW classes are cancelled whenever Brockport Downtown is closed. Cancellation of classes will be posted to SUNY Brockport’s website main page. Closings and cancellations are separate from REOC and there may be circumstances where REOC activities close but Brockport Downtown remains open. Look for communication for the University.

Withdrawal/Dismissal

Students planning to transfer or leave the MSW Program for any reason must give immediate and formal notice in writing to the Program Director of their intention to withdraw from SUNY Brockport reserve the right to dismiss at any time a student whose conduct and/or academic standing renders the student unacceptable as a member of the MSW Program.

Program Readmission

A student who has been dismissed from the MSW Program may only reapply for admission after a waiting period of at least one calendar year. Readmission will be at the discretion of the MSW Program. MSW students can be readmitted to the Program only once. Students who are readmitted may apply for consideration only those courses in which they received a grade of B or better towards their degree program. Students who are readmitted must meet the requirements in effect at the time of readmission and must meet with their faculty advisor to complete a new plan of study.

Transcripts list the following academic status of students following the term or semester:

Good Academic Standing, Probation, or Academic Dismissal. These notations are based on the overall academic performance of the student.

Change of Address/Phone Number/Name Change

If you have any changes in your contact information from your acceptance into the program; including mailing or e-mail addresses, phone contacts or name change due to marriage or divorce. Change of contact information is submitted through Web Banner at

Graduate Assistantships

Information about application for various MSW Graduate Assistantships is provided by faculty through advisement, in-class announcements, and postings on the MSW listserv and MSW bulletin boards.

Additionally, they are posted on the websites of SUNY Brockport.

Printing Photocopying Services

Scanning/copying services for students are located on the 5th floor of Brockport Downtown site. Please ask Brockport Downtown staff for assistance.

Social Work Student Association

The Student Social Work Organization is student organized, led, and directed with input from a faculty advisor. The purpose of the organization is to provide a forum for student activities within the context of the educational mission, goals, and objectives of the MSW Program.

Brockport Downtown, Rochester, NY

Brockport Downtown is the home of the MSW Program. Brockport Downtown is co-located at SUNY Brockport’s Rochester Educational Opportunity Center at 161 Chestnut Street Rochester, NY 14604.

In addition to the MSW Faculty offices and modern classrooms, Brockport Downtown offers walk-up computer stations on the fifth floor, a student lounge, IT support and Brockport Downtown Librarian are also located on the 5th floor.

  • Library Services – Online/remote access to Drake Library on the Brockport campus is available. Brockport Downtown also has a Library Services on the fifth floor, near the MSW offices. Please click on the following link for the most-up-to-date Brockport Downtown library information. To schedule an appointment, please call Margaret Pierce at 585-395-8476.
  • Food – Vending machines are located on the 2 nd Vending machines accept cash and credit cards. There is also a Bistro, “B-STRO,” located on the first floor. The B-STRO is open for take out for lunch with sandwiches and soups available prior to evening classes.
  • Brockport Downtown Student Page – Contains information and resources for students taking classes at our downtown site. Please visit for more student information.

Student ID

The SUNY Brockport Eagle One ID cards are required each time you enter the facility and must be shown upon request by security or Brockport Downtown staff. ID photos are taken at the main campus in Brockway or Brockport Downtown, 5th floor, hours posted outside IT Room.

Stolen ID’s with a police report are replaced for free. Lost ID’s without a police report are $25 through BASC. Please contact a Brockport Downtown staff member for additional information at downtown@brockport.edu.

Downtown Parking

Parking options include on-street (free after 6 pm), Washington Square Garage, Midtown Garage, and Court Street. If you are taking classes primarily at Brockport Downtown, you do not need to purchase a Student Parking permit from the main campus.

Barnes & Noble Bookstore

There are options for obtaining your textbooks. For more information, please call (585) 395- 2554 or visit the bookstoreweb page.

  1. To view required textbooks for courses, you may click on the bookstore link above, go to:
    1. brockport.edu
    2. Quicklinks
    3. Course Schedule
    4. Select a Term
    5. Subject: Social Work (MSW)
    6. View/Purchase Textbooks
  2. Books may also be purchased in-person with cash, check or credit card: American Express, Discover, MasterCard, Visa or your Title IV Financial Aid may be used. Books may also be ordered on-line and shipped to your home; FREE GROUND SHIPPING ON ORDERS $49 OR MORE!
  3. Students may also utilize available financial aid through the Brockport Barnes & Noble Bookstore Please see the instructions below for using your student financial aid to purchase textbooks.
    1. If you are planning on using Easy Money, as your method of payment, you will need to complete the following:
    2. Go to basc1.org and follow the directions under Easy Money, Student accounts.
    3. From here, you can create a new account, add money to an existing account, and transfer money from your financial aid. After you have successfully loaded money onto your account you will be able to use Easy Money in the bookstore.

 

  • Students may also purchase books through other retail sites such as, Amazon or other discount web locations if they wish.

 

MSW Distribution List – Faculty/Staff and Student Mass Emailing

Students and faculty/staff are enrolled with their Brockport student email account. The list is used to send current program information, University/community events, and job postings. Enrolled participants may post to the list using their Brockport email account. Place mswprogram@brockpoert.edu in the “TO:” box to send postings.

Free Software – OnTheHub

OnTheHub can be used by Students, Faculty, and Staff to download free such as Microsoft Office Professional (2016 & 2019) and Windows 10 or discounted versions of many of the software titles used at the University, such as Adobe Creative Cloud, SPSS, Minitab, Norton software, and many others.

Brockport Information Technology Services (BITS)

We support the technology used by the University community in pursuit of their mission.

IT Service Desk

The IT Service Desk is the primary technology support for students, faculty and staff of The University at Brockport. You can reach us: Phone: (585) 395-5151 Option 1 or the Self-service portal.

Technology at SUNY Brockport

When you begin your journey at Brockport, your first steps will involve technology. Setting up your accounts with passwords is essential. To guide you through technology readiness at Brockport, please follow this brief tutorial by clicking on the link above that will introduce you to the following.

Current Students Information

Use the link above for information on the following. Get Involved with groups or clubs, for Support & Services and Wellness information.

MSW Information and Orientation Page

Access through Brightspace.


Appendix

Appendix A - Plans of Study

Appendix B - Student Advisement Goal Planning Worksheet

Worksheet PDF

Appendix C - NASW Code of Ethics

NASW Code of Ethics: Approved by the 1996 NASW Delegate Assembly and revised by the NASW Delegate Assembly in 2017. A pdf of the NASW Code of Ethics is available online.

Appendix D

International Federation of Social Workers (IFSW) and International Association of Schools of Social Work (IAASW) Ethics in Social Work, Statement of Principles is available online.

Appendix E

The New York State Education Law – Article 154 Social Work is available online.

Appendix F

The NYS Office of the Professions is an available online.

Appendix G

The Council on Social Work Education Educational Policy and Accreditation Standards (EPAS 2015) is available online.

Appendix H - Applying for Graduation

Students must now apply for graduation online. It is recommended that students apply for graduation no later than the beginning of the semester (January for May, June for August) in which they will have completed all degree requirements.

Eligibility

  • Undergraduate students: Completion of 84 credit hours
  • Graduate students completing a degree: Completion of a minimum of 21 credit hours
  • Graduate students completing a certificate: Completion of 12 credit hours

All course work must be submitted in by the 15th of the month following the end of the term you are graduating in. For example, all course work must be submitted by June 15th for a May graduation date.

How to Apply

  1. Log in to Web Banner
  2. Click Student Services
  3. Click Student Records
  4. Click Apply for Graduation
  5. Complete and submit the

Ensure that the name on your graduation application is the name you want to appear on your diploma and that the address on your graduation application will be the appropriate address to mail your diploma to when you receive your degree.

An initial review of the degree application will be conducted at the time of submission for completion of requirements. Students will be notified through their Brockport email address of the result.

Contact Us: (585) 395-2531, degree@brockport.edu or refer to Graduation FAQ.

Appendix I

  1. Evidence Based Practice (EBP) in Mental Health Traineeship
    Students will learn to deliver advanced therapeutic practices that have proven effective through clinical research working with clients with serious mental illness, using recovery-oriented evidence-based practices. Successful completion of following in their advanced practice curriculum:
    1. EBP Field Placement – NYS Office of Mental Health (NYS OMH) approved site.
    2. Colloquia (faculty mentorship)
    3. SWK 654: EBP in Mental Health
  2. Graduate Certificate in Gerontological Social Work
    MSW students can earn a 15-credit graduate certificate in gerontological social work. The corner stone of this certificate is an advanced level field placement in a gerontological social work setting (See course description for SWK 612 and SWK 613). In addition, students take six credits of electives from the list of approved courses listed below, or with approved course substitution. MSW students can earn this certificate as part of their MSW plan of study based on course selection of electives and the advanced year field placement with a gerontological focus.
    1. PAD 513: Health Care in America - Provides an overview of the health care system in the United States; the political, economic, and social environment of the American health care system; how health care services are organized, financed, and delivered; cost, access, and quality of problems facing the American health care system; and identification and analysis of proposals to reform the health care system. 3 Cr.
    2. PAD 655 Medicare and Medicaid Policy Issues - Provides a thorough overview of both the Medicare and Medicaid programs: their background and history; eligibility; covered benefits; provider reimbursement methods; program administration; financing; cost and spending patterns; their respective roles and importance in the American health-care system; and how Medicare and Medicaid both affect and are affected by current healthcare reform proposals.3 Cr.
    3. PSH 536 Psychology of Aging (Prerequisite- Instructor Permission) - This capstone course involves the study of aging from many areas of psychology, all examined from a gerontological perspective, in a writing intensive, low enrollment seminar. Students experience an overview of the psychology of aging, including topics such as research methods in aging; physical changes associated with age, including the psychological impact of physical change; memory changes; retirement; and death and bereavement. 3 Cr.
    4. PRO 602: End of Life Care - Students will receive an introduction to basic concepts and issues related to death and dying and the provision of end-of-life care. The vital role of the healthcare professional in assisting patients and families along the journey towards the end of life will be examined 3 Cr.
    5. REL 505 Leisure and Aging - Examines various aspects of aging as they relate to leisure in contemporary society, leisure needs of mature adults, services for the elderly and leisure pursuits in the subculture of aging. 3 Cr.
    6. SWO 577 Perspectives on Aging and the Family - Provides an in-depth analysis of select issues faced by older adults and their families using a multi-systems perspective and service learning activities. Bridging theory and practice, content utilizes a case study methodology to reflect practice-based situations encountered by health providers, older adults and their families. Topics include family caregiver/care recipient experiences, coping with loss/resiliency, advance directives/end-of-life decision-making, the impact of substance abuse on aging families, and elder abuse. 3 cCr.
    7. SWO 576 Issues on Aging in America - Examines the older person as an evolving individual; bio-psycho-social elements in the aging process; and major issues related to the older person, the aging process and the society. Compares the needs of the elderly with the service system’s response and discusses methods of intervention specifically needed for the older person. 3 Cr.
    8. SWK 640: Poverty and Literature: The Lived Experience - Poverty and Literature: The Lived Experience provides an overview of poverty in America. Students will become familiar with the history and current day realities of poverty in America, the various definitions of poverty in America, gain a basic understanding of historic and current policies and programs focused on individuals and families living in poverty. And students will come to understand how poverty policies and programs are lived by the people they are intended to help. The lived experience of poverty is gained through the reading of various fictional and nonfictional works narrated by those living in poverty. 3 Cr.
    9. SWK 645: Sexual Health in Professional Practice - Prerequisite: SWK508. This course will address practice issues pertaining to the assessment, evaluation, and treatment of sexual health issues in professional practice. This course will familiarize students with the biological, psychological, cultural, and behavioral aspects of sexual health that arise in professional Social Work practice. We will focus on sexual health knowledge behavior, attitudes, and values. Must receive a grade of B- or better. 3 Cr.
    10. SWK 670 Sex, Drugs and Cigarettes - Provides a survey of various chemical and behavioral addictions, including, but not limited to, alcohol, illicit drugs, eating disorders, and sexual addictions. Students will learn about the addictive cycle and its impact on persons across the lifespan. Study will participate in the evaluation of various casual and treatment models, focusing upon paradigms for recovery. 3 Cr.

Curriculum Plan of Study Detail information related to Field Education and Electives

*Field Practicum I and II require completion of an average of 15 hours of field instruction per week (typically two day per week, 14 weeks per semester, for two semesters. Students complete both semesters in the same field setting. Students are required to complete 200 hours per semester for a total 400 hours of field practicum in the Generalist year. Field Practicum hours are usually completed during the business daytime hours to provide students with opportunities to participate in team meetings, trainings, and to make connections with collateral agencies. The Generalist year field practicum is generalist in focus. Please refer to Structure of Field Education for additional information

** Field Practicum III and IV requires completion of an average of 18 hours of field practicum per week (typically three day per week, 14 weeks per semester, for two semesters. Students complete both semesters in the same field setting. Students complete 250 hours of field practicum per semester for a total of 500 hours of advanced year field practicum hours. Field practicum hours are usually completed during the business daytime hours to provide students with opportunities to participate in team meetings, training, and to make connections with collateral agencies. The total number of field practicum hours for the 60-credit Program is 900 hours. Please refer to Structure of Field Education for additional information.

***Electives may be taken in earlier semesters if approved by the academic advisor and as reflected in the student’s approved plan of study. Students receiving financial aid are encouraged to discuss this option with their academic advisor.

Appendix J

  1. Campus Agreements
  2. SUNY Brockport Non-Clinical Contract of Affiliation
  3. SUNY Brockport Clinical Contract of Affiliation

Appendix K

Council on Social Work Education: Internships, Department of Labor Regulations, and Social Work Field Education: Setting the Record Straight—February 25, 2014

Appendix L

New York State Laws and Regulations for Social Work Practice.

Appendix M

New York State Practice Guidelines for Mental Health Care.

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