Upload
tranhanh
View
220
Download
0
Embed Size (px)
Citation preview
Planning Your Jane Addams College MSW Specialization & Field Placement for
Fall 2018 - Spring 2019
(Use this information packet with your Student Handbook.)
Contents:
Planning Your Jane Addams College MSW Specialization & Field Placement for Fall 2018 - Spring 2019
Table of Contents: Overview: Selecting Specializations and Planning Field Placements .............................. 2
Required Meetings: Selecting a Specialization & Planning
Field Placements for 2018-19..................................................................... 4
Steps, Forms, and Deadlines in Selecting Specialization & Placement ............................ 5
Introduction to Specialization Descriptions ......................................................................... 6
Specialization Descriptions .......................................................................................... 10
Approved Field Instruction Agencies (Link): .................................................................. 39 Child & Family Organization & Community Practice [formerly Community Health and Urban Development
(CHUD)] Mental Health School Social Work
Office of Academic Affairs & Student Services Jane Addams College of Social Work
University of Illinois at Chicago
January 2018 To: MSW Students Eligible for MSW Specializations in 2018-2019
Copy: Faculty
Re: Planning Specializations & Field Placements
From: Faith Johnson Bonecutter, Associate Dean
Barbara Coats, Director of Field Instruction
Specializations and the 2015 Educational Policy and Accreditation Standards (EPAS)
Social work is a dynamic profession that evolves and changes over time in response to numerous factors in
the practice community and society at large. Social work education similarly evolves. The Council on
Social Work Education (CSWE) adopted new Educational Policy and Accreditation Standards (EPAS) in
2015, designating areas of specialized practice in place of concentrations, and updating the competencies
for social work practice. The College has adopted the 2015 EPAS and beginning in fall 2018, our entire
curriculum will reflect the new standards. As you will see in the following pages, the curriculum is now
described in terms of specializations.
As part of our curriculum review and renewal, the Community Health and Urban Development (CHUD)
concentration has been re-conceptualized as Organization and Community Practice (OCP). This
specialization is conceptually grounded in the social determinants of health and a human rights framework
and works to improve and address health equity through macro social work practice. Additional
information about all of our specializations is provided in this packet.
This information packet explains the process of selecting a specialization and planning a field placement.
All students, including those entering the school social work specialization, should study this packet
carefully as it contains information about both confirming your specialization and planning a field
placement for it. Use this packet in conjunction with your MSW Student Handbook which is also available
on the Jane Addams College website.
Overview: Selecting Specializations and Planning Field Placements
Attend one or more of the specialization planning meetings. You must attend one of these meetings
even if you have already decided on a specialization. Important information about planning your
specialization field placement will be provided at the meetings.
Indicate your specialization by submitting the Specialization Choice Form by the deadline stated below.
Click on this link to access the form (Link: https://uofi.uic.edu/fb/sec/9249378 ). You will need to log in with
your Net ID and password. Once in, fill out the form completely, then press the “Submit” button. An
electronic copy of your submission will automatically be sent to your email for your records. You should
receive confirmation of your specialization choice (first or second) within 48 hours.
Once you have confirmation of your choice of specialization, submit the Specialization Field Instruction
Questionnaire by the deadline listed below. This form can be found on our website at:
www.socialwork.uic.edu . Click on “Academics” and select “Field Instruction” click on “Field Instruction
Placement Forms and choose “Specialization Field Instruction Questionnaire/2nd year”. This is an electronic
form. Save it to your desktop, fill it out then save again before sending to the email listed on the top of the form.
Please observe all deadlines listed below.
Brief descriptions of each of the four specializations are contained in this packet. See your Student Handbook
for a complete description of the courses required for each. Note that students may not enter a specialization,
or take specialization courses until all required foundation courses have been passed.
Special Notice 1: School Social Work Specialization. Enrollment in this specialization is limited to those
students whose letter of admission so specifies, or those subsequently confirmed as eligible by the Office
of Academic Affairs and Student Services based on submission of the required test results. If you have a place in the school specialization, you still need to submit the Specialization Choice form discussed in this
packet as well as completing the necessary steps to plan a field placement.
Special Notice 2: Integrated Behavioral Health Care Training Program -- Increasing Access to Evidence-
based Behavioral Interventions in Underserved Communities: This program provides specialized training for
students with a career interest in direct practice with children, adults, or older adults with mental health
issues. Students in the Mental Health and School Social Work specializations are eligible. Three training
tracks are offered —Child and Adolescent (incorporates the Certificate Program in Evidence-Based Mental
Health Practice with Children), Young and Middle Adult, and Older Adult. All tracks focus on learning and
applying specific evidence-based practices in selected placements. Students interested in applying for the
training program should already have submitted their application. Decisions regarding admission to this
program will be announced in January. Those students selected for these programs should attend their
selected specialization information session (Mental Health or Schools). For more information about these
programs, consult your MSW Student Handbook or contact Prof. Sonya Leathers, [email protected] or
Catherine Melka ([email protected])
Special Notice 3: Child Welfare Traineeship Project: This traineeship project provides placement in one of
several specially developed field units that will provide intensive training for students with a career interest
in child welfare. Students interested in applying for this traineeship project should attend the Child and
Family Specialization information sessions. Applications are available on the Jane Addams website at
https://socialwork.uic.edu/academics/msw-program-overview/cwtp/. The application deadline is February
9, 2018; earlier submission is encouraged. Only students enrolled in the Child and Family specialization are eligible to apply. For more information about this traineeship project, consult your MSW Student
Handbook or contact Associate Dean Bonecutter, Traineeship Coordinator, [email protected].
To help in selecting a specialization, the College is holding specialization information meetings where
specialization faculty will be available to assist you in making a decision. At the same meetings,
information about planning your specialization field placement will be provided. The schedule is given
below. Students may move from meeting to meeting, learning about several specializations if they wish.
Important Notice: Once you submit your choice of specialization, it is not possible to switch to another
one. Space is limited in each specialization.
Required Meetings: Selecting a Specialization & Planning Field Placements for 2018-19
Full-Time Foundation MSW Students
Wednesday, January 17
10:45 to 11:45
Monday, January 22
10:45 to 11:45
Child & Family and
Child Welfare Traineeship
ETMSW 4417/4425 ETMSW 4417/4425
Community Health and Urban
Development (CHUD)
Effective Fall 2018:
Organization and Community
Practice (OCP)
ETMSW 4013
ETMSW 4013
Mental Health and Specialized
Evidence-Based Mental Health
Practice Programs
student lounge, 4th floor
ETMSW
student lounge, 4th floor
ETMSW
School Social Work ETMSW 4517 ETMSW 4517
2nd Year PM, Foundation MSW Students
(Your class times will be adjusted to permit attendance at these meetings. First year PM students do not
attend these meetings.)
Wednesday, January 17
5:30-6:30 pm
Monday, January 22
5:30-6:30 pm
Child & Family and
Child Welfare Traineeship
ETMSW 2435 ETMSW 4417
Community Health and
Urban Development
(CHUD)
Effective Fall 2018:
Organization and
Community Practice (OCP)
ETMSW 4013
ETMSW 4013
Mental Health and
Specialized
Evidence-Based Mental
Health Practice Programs
student lounge, 4th floor
ETMSW
student lounge, 4th floor
ETMSW
School Social Work ETMSW 4th Floor Computer
Lab
ETMSW 4th Floor Computer
Lab
Sequence of Steps for Selecting a Specialization and
Planning Its Field Placement
Deadlines for forms. There are three forms that must be submitted, on time, by you in this process.
They are discussed in the following outline of steps below. You can locate the online forms posted on
the College website. Failure to submit all forms by the deadlines may mean you will not receive your
first-choice specialization or placement site.
ALL FORMS WILL OPEN ON MONDAY, JANUARY 22, 2018
Form Due Date
Where to Submit
Specialization Choice Form 4:30pm, Wednesday, Jan. 31
2018
Online via link
Specialization Field Placement
Form
4:30pm, Friday, Feb. 2, 2018 Field Instruction Office
Room 4137
Field Instruction
Confirmation Form
4:30pm, Friday, April 6, 2018 Field Instruction Office
Room 4137
Step 1. Select your specialization after consulting the sources of information described above.
If you have already made up your mind, it is still necessary to attend one of these meetings so you
can learn how to plan for your field placement.
Step 2. Submit Specialization Choice Form. All students (including those in school social work) must
register their choice of specialization using the Specialization Choice Form. Click on this link to access
the form (Link: https://uofi.uic.edu/fb/sec/9249378). You will need to log in with your Net ID and
password. Once in, fill out the form completely, then press the “Submit” button. Submit this form
online by 4:30pm, Wednesday, January 31, 2018. Failure to meet this deadline means you may not
receive your first choice of specialization. Once you select a specialization, it is not possible
subsequently to change your mind and pick another one.
Step 3. Submit the Specialization Field Instruction Questionnaire Form by the deadline listed below.
This form can be found on our website at: www.socialwork.uic.edu . Click on “Academics” and select
“Field Instruction” click on “Field Instruction Placement Forms and choose “Specialization Field Instruction
Questionnaire/2nd year”. This is an electronic form. Save it to your desktop, fill it out then save again before
sending to the email listed on the top of the form.
Agencies with brief descriptions of the setting and possible field education experiences, are listed on
our website. Go to www.socialwork.uic.edu and click on “Academics” and select “Field Instruction”.
You will see “Agency Search Tool” listed on menu on the left of the screen. The link is also listed at the
end of this document. This is not an exhaustive list. You must submit the Specialization Field
Instruction Questionnaire to the email listed at the top of the form no later than 4:30 pm, Friday,
February 2, 2018. Students entering the school social work specialization must submit this form as
well.
Step 4. Once your specialization field instruction questionnaire is submitted, a field liaison will contact
you to schedule an appointment to discuss agencies for interviews regarding a possible placement.
Important: Do not call any agency for an interview before the College field liaison has contacted
you. To help you in selecting a field placement, a field liaison will meet with you to discuss your agency
choices, and the field education opportunities.
Step 5. After you have completed your interview(s), considered your options, and discussed them with a
field liaison, and you have reached agreement with an agency for a placement, it is necessary for you to
submit the Field Instruction Confirmation Form. Forms can be found on our website at:
www.socialwork.uic.edu . Click on “Academics” and select “Field Instruction” click on “Field Instruction
Placement Forms” and choose “Field Instruction Confirmation Form”. This is an electronic form. Save it to
your desktop, fill it out then save again before sending to the email listed on the top of the form.
Submit the completed Field Instruction Confirmation Form to the email box listed on the top of the
form no later than Friday, April 6, 2018. Failure to meet this deadline may interfere with proper
placement. Earlier submission is strongly encouraged.
Step 6. New specialization advisor. Once you have completed Step 1 above (selecting a specialization),
you will be assigned a new advisor. These assignments will be posted on the bulletin board outside the
Office of Academic Affairs (ETMSW 4329) by mid-March, in time for Fall 2018 registration. When it is
time to register for Fall 2018, meet with your new specialization advisor and register for your Fall 2018
classes. Your advisor must also approve your Summer/Fall elective classes, if any. See your Student
Handbook for the courses required in each specialization.
Step 7. When you register for your Fall 2018 classes, be sure to register for the correct section of
SocW572 (Field Instruction III). The Jane Addams College Registration packet (which will be made
available in March) will identify separate sections of Field III for each of the specializations. Be sure to
register for the section which corresponds to your specialization.
Introduction to Specialization Descriptions
The MSW program’s concept of advanced practice is consistent with its urban, at-risk population mission
and consistent with the historic purposes of social work. The character of urban settings varies
tremendously along dimensions such as economic status, race, ethnicity, age, national origin, and sexual
orientation. Urban settings are not restricted to a city’s legal boundaries. Some neighborhoods technically
identified as suburban may be highly urban in nature, with population densities and social problems
similar to those located within a city’s legal boundaries. Our understanding of “urban” does not emphasize
the technicalities of urban-suburban territorial lines, but focuses on the theme of at-risk populations,
particularly the poor and racial and ethnic minorities, in locations that are characterized by high population
densities and high specializations of social problems.
Urban centers such as the Chicago metropolitan area are extremely complex settings in which to
practice social work; cultural, racial and ethnic diversity are extraordinarily high, amplified by high levels
of migration and immigration. Many Chicago-area communities consist of relatively homogenous
neighborhoods bound together and separated from each other by strong and distinctive ethnic identities.
Understanding the nature of each neighborhood’s identity and associated unique residential patterns
requires an understanding of: (1) constraints on residents’ ability to freely exercise choice in where to live
owing to the powerful and long-lasting impact of historical and continuing discrimination and
segregation, (2) shared cultural, ethnic, and country-of-origin bonds which, when found among
neighborhood residents, are sources of identity and pride, (3) the intensely concentrated nature of very
serious social problems found in some neighborhoods, and (4) neighborhood assets, strength, and
resources, not all of which may at first be apparent to an outsider.
At the collective level, cities such as Chicago are characterized by relatively high levels of social
problems such as poverty, crime, violence, substance abuse, physical and mental illness, inadequate
housing, absence of employment opportunities, inadequate education, and insufficient access to quality
social services. However, these social problems occur at widely different rates at the neighborhood level.
On the positive, side, Chicago and other major urban centers also have concentrated, and, at times, intricate, systems of social work-relevant resources and assets. The high level of cultural diversity
means there are valuable culturally-specific resources present which, at times, are based in ethnic social
agencies. The distribution of public and private helping resources also varies widely across
neighborhoods, raising fundamental questions of distributive justice because resource distribution does
not always mirror problem distribution.
Justice issues are further underscored by at-risk status, as particular population groups (based on factors such
as race, ethnicity, sexual orientation or age) can have disproportionately unmet needs and social problems
(e.g. HIV infection rates are disproportionately higher among African-Americans and Latinos compared to
whites; however their access to medical resources is lower).
Levels of Practice
Social work in complex urban settings such as the Chicago area can take the form of generalist, foundational
level practice or advanced practice within a specialization. The first year curriculum of the MSW program
educates for generalist practice and specialization curricula build on that base. As we understand and
implement them in our curricula, the two forms of practice have important distinctions:
Generalist practice is conceptualized as competencies and behaviors related to planned efforts to
help and to seek change which are directed at multiple levels (individuals, families, groups,
organizations, communities) and are guided by empirically-derived knowledge. Generalist practice
attends to both societal change in the interests of social and economic justice as well as improvements at
the levels of private individuals, families, groups, organizations, and communities. Generalist practice is
differentiated from specialized practice by its focus on direct services, concrete services and case
management, and generalist practitioners typically practice under closer supervision than advanced
practitioners.
Specialized practice consists of generalist expertise plus additional knowledge and behaviors that
are focused and deepened in a practice specialization. Compared to generalist practice, specialized
practice contains higher levels of knowledge and skills and represents a higher level of preparation in the
application of professional values and ethics. These higher levels are built upon a generalist level
foundation. Specialized practice can be focused in terms of practice modality (such as direct casework,
community work, administration, group work), in terms of social problems (e.g., substance abuse),
focused in terms of a population as in social work with older persons, or focused in terms of a service
area such as health social work. Whatever the focus, the specialized practice subsumes the generalist
competencies and contains knowledge and behaviors that are extended and specified in terms of the
particular focus of the specialization area. In our MSW program, we have selected the following areas for
specialized practice, all of which are highly relevant to the needs of urban, at-risk populations: child and
family services, organizational and community practice, mental health social work, and social work in
schools.
In light of the aforementioned urban diversity related to ethnic, racial, gender, sexual orientation
and other factors, both generalist and specialized practitioners must be culturally competent. Cultural
competence in practice is a prerequisite for all aspects of practice from assessment (including the
recognition of culturally or ethnically configured strengths and assets) through interventions and
evaluation of practice effectiveness. Consequently, we emphasize educating our students to become
capable practitioners who have a solid base of descriptive and analytic knowledge of various diverse
populations. However, it is impossible to possess a full, encyclopedic knowledge of even a single
population group, much less of the tremendous range of groups found in an urban setting such as Chicago.
Thus, it is essential that students also be taught to cultivate an open, affirming attitude and a systematic
process of learning about the unfolding array of human differences they will encounter throughout a
practice career as embodied in ethno-conscious and culturally competent practice. Specialized practitioners
have foundational-level expertise in this plus additional expertise specific to the specialization.
Given the fundamental distributive justice issues regarding the incongruence between urban need
distribution and resource allocation, both generalist and specialized practitioners must also be able to work
for social change in the interest of greater social and economic justice. Specialized practice represents
professional expertise that contains within it the generalist professional foundation, an extension of
specialization-specific expertise including extended cultural competency and advocacy skills as they
pertain to the specialization’s substantive focus.
The specialization curriculum builds upon each competency of the professional foundation in all
four of our specializations to develop this extended expertise. This produces a curriculum, which:
1. has content deeper than that of the generalist content. Upon completing a specialization
curriculum, our graduates have learned a larger amount of mission-consistent knowledge
and behaviors in the areas of practice, policy, HBSE, research, field education, values and
ethics, diversity, at-risk populations and justice than at the endpoint of the generalist
curriculum. College faculty and field instructors reinforce generalist learning and expand
on it in each specialization.
2. has less breadth than the generalist content because its content is selectively focused on the
specialization area. This focusing supports intensive education in a bounded area of
knowledge and professional expertise (e.g. mental health or school social work).
3. has greater specificity than the content delivered by the end of the professional foundation
curriculum. Faculty and field instructors teach knowledge, values, skills, cognitive and
affective processes that are tailored to each specialization’s specific competencies and
behaviors. The broad-based practice expertise obtained in the generalist first year provides a
strong basis upon which to deliver content that is highly focused on the particular
specialization.
General Design of All Specializations
For 2018-2019 the MSW program has four specializations:
Child and Family Services
Organization and Community Practice [formerly
Community Health and Urban Development
(CHUD)]
Mental Health
School Social Work
Students have freedom of choice regarding specializations with one exception: school social work.
At the point of applying for admission to the MSW program, students are informed of this and instructed to
apply for admission to the school social work specialization at that point if they are interested. No extra
application criteria are applied with one exception: under Illinois state law students interested in this
specialization must pass the ILTS Test of Academic Proficiency (or submit qualifying test scores from
ACT or SAT tests) before enrolling in the specialization. Students are admitted until the enrollment cap is
met.
Only those students whose letter of admission confirms they have a place in this specialization can
plan on enrolling in it. Prior to the specialization choice deadline, it is possible to change one’s mind and opt
out of the school specialization. Any openings thus created are allocated on a space available basis to other
students confirmed as eligible by the Office of Academic Affairs and Student Services based on submission
of the required test results. Separate school specialization enrollment caps are set for incoming full-time
students, incoming PM Extended Study students and incoming advanced standing students.
Specializations share a common basic curriculum design in terms of course types and credit
hours; specializations vary in terms of their specific practice behaviors and the specifics of
course content. The general specialization curriculum model is displayed in Table 1 and discussed below.
Following that, a brief description of each specialization is given with each specialization’s
competencies and behaviors, design, and typical electives that complement the specialized curriculum.
Table 1: General specialization design
General Specialization Design
Fall
Practice III: specific to specialization 3
Policy II: specific to specialization 3
Elective* 3
Field III: specific to specialization 8 credits
Spring
Practice IV: specific to specialization 3
Research II: specific to specialization 3
Elective 3
Field IV: specific to specialization 8
Specialization credits 34 credits
Foundation credits 28
Total degree credits 62
*Students who enter the school social work specialization take as one of their
electives the three-credit College of Education course SPED410, Survey of
Characteristics of Learners with Disabilities which is a state requirement for
practicing as a school social worker in Illinois.
General approach to specialized values and ethics content as built on generalist competencies and
behaviors. Each specialization curriculum expands upon the behaviors related to social work values and
ethics content learned in the generalist curriculum, focusing this higher level of learning on ethical
dilemmas and ethical decision making in the realm of the particular specialization. Ethical and value
dimensions of practice, policy, and research are taught in specialization classroom courses and ethical
aspects of specialization-specific practice are learned in specialization field placements. Students’
growing awareness of their own personal values and their relationship to professional values is
strengthened and refined in the context of the specialization subject matter.
General approach to diversity content as built on generalist competencies and behaviors.
Each student brings to his or her specialization a broad and rich understanding of human diversity obtained
in the generalist curriculum. This appreciation of within-group and between-group differences, respect for
difference, and ability to implement practice strategies responsive to differences learned in the generalist
year is deepened and refined in the specific realm of the specialization. Diversity content is integrated in
the specialization-specific Practice III and IV courses, in the Policy II courses,
Research II courses, in the electives, and specialization field sites are used only if they are
consistent with the MSW program’s emphasis on diversity.
General approach to human rights, social, economic, and environmental justice content as
built on generalist competencies and behaviors.
Urban populations-at-risk continue as an important mission-supportive curriculum theme in each
specialization, thus expanding and deepening the student’s understanding of risk factor dynamics,
distributive justice issues, oppression, discrimination, and social work’s role in advocating for justice in
the particular context of the specialization. Urban populations-at-risk content is integrated in the required
classroom courses of each specialization, in the electives taken by specialization students, and access to
urban populations-at-risk is a criterion for field agency site approval.
General approach to specialized policy practice content as built on generalist competencies and
behaviors.
Each specialization student takes a policy course focused on policy issues of the specialization. The broad
foundation in social welfare policies and services is the basis for this advanced learning. Specialized
knowledge and skills are learned in the areas of: the content of existing policies and services, policy
analytical and advocacy skills, and the role of policy in service delivery and the attainment of well being as
it is played out in the context of the specialization. Specialized policy courses give students knowledge
and tools to play leadership roles, at various levels, in promoting more just social policies and services.
General approach to specialized practice content as built on generalist competencies and
behaviors.
Each specialization student takes two, three-credit, practice courses specific to the specialization: Practice
III and IV. The generalist practice-at-all-system-levels perspective obtained in the generalist curriculum
provides the foundation for this learning. Specialized practice knowledge, values, skills, cognitive and
affective processes are focused and refined in the context of each specialization’s details. All specialized
practice courses emphasize strengths, capacities, and resources of client systems; specialization-specific
approaches to collecting and assessing information, identifying issues and assets, using communication
skills, identifying and implementing empirically based interventions. All practice courses prepare students
for practice that includes urban, at-risk populations and teach the role of practice in promoting human rights,
social, economic, and environmental justice. The specific intervention strategies taught vary according to
the conceptual framework and objectives of each specialization.
General approach to specialized research content as built on generalist competencies and
behaviors.
Each student develops knowledge, values and skills in regard to specialization-specific research by taking
an advanced three-credit course. Students in all specializations except school social work
choose from a pool of advanced research courses which are designed either around a methodological
approach or a substantive subject matter. Choices are listed below.
1. SocW563, Program Evaluation. This course is open to students in Child & Family, Mental
Health, and OCP specializations. Each student’s major assignments must be specialization focused.
2. SocW565, Research II: Child and Family Research. This course is open to students in the Child
& Family, Mental Health, and OCP specializations. Each student in the class is required to do all major
assignments on specialization-specific topics. What they have in common is attention to child and family
issues (e.g., mental health, or community health).
3. SocW565, Research II: Single System Design. This course is open to students in Child &
Family, Mental Health, and OCP specializations. Each student’s major assignments must be
specialization focused.
4. SocW565, Research II: Action Research. This course is open to students in Child & Family,
Mental Health, and OCP specializations. Each student’s major assignments must be specialization
focused.
5. SocW565, Research II: Qualitative Research. This course is open to students in Child &
Family, Mental Health, and OCP specializations. Each student’s major assignments must be
specialization focused.
Students in the School Social Work specialization are required to take the course SocW565,
School Social Work Research given the highly distinctive and structured state requirements for becoming
credentialed as a school social worker in Illinois.
All specialization students (with the exception of School Social Work) also have the option of
meeting advanced research requirements by conducting an extensive, year-long, individual research
project (SocW567, Research Project); if undertaken, this project must be specialization-focused.
General approach to specialized field education as built on generalist practice field education.
Generalist practice field education has provided a broad, all-systems level education for students by the
time they enter specialization field. Urban specialization field sites are carefully chosen and monitored
for the ability to develop program mission-congruent and specialization-specific professional
competence at the specialized levels described above.
The application of the above specialization model to each of our four specializations is described
below.
Specialization Descriptions Child and Family Specialization
The Child and Family Specialization builds upon the generalist curriculum and prepares students
with the knowledge, values, skills, and cognitive and affective processes required for advanced
practice in a range of roles in a variety of settings with and on behalf of children and families who
come into contact with the child welfare system, juvenile justice or criminal justice systems, and a
wide range of family service agencies. Students are equipped with a firm understanding of the
ways in which problems that bring children and families into contact with social workers result
from a variety of social, economic, and political inequities. They are prepared to work effectively
with and advocate on behalf of oppressed populations, including, but not limited to those
oppressed because of race, ethnicity, gender or sexual orientation.
What makes the specialization unique is its focus on the family, broadly defined to include
extended and augmented family members in their communities. The curriculum places special
emphasis on urban services and environments, both in the classroom and in field instruction. The
Child and Family Specialization emphasizes a trauma-informed, strengths-based family-centered
practice, culturally grounded, and community-based services as contexts for the development of
knowledge, values, skills, and cognitive and affective processes in child and family practice. This
approach is designed to help graduates provide children and their families integrated and
coordinated services, regardless of the agency or system entry point. Students will be equipped
with the knowledge, values, skills, and cognitive and affective processes to work in a variety of
inter-professional settings, including but not limited to, clinical settings, hospital and health care
settings, child welfare agencies, advocacy centers, legal and juvenile justice settings, and
educational settings.
The generalist curriculum establishes a foundation for education at the advanced, specialization
level. Course work and the field practice experience in the Child and Family specialization are
designed to ensure the student’s acquisition of the necessary knowledge, values, skills, and
cognitive and affective processes to respond effectively to the needs of urban children and
families.
Competencies in the Child and Family Concentration
1. Demonstrate Ethical and Professional Behavior
Social workers recognize the role of social work in identifying and responding to the needs of
urban children and families who come to the attention of child welfare, juvenile justice, and other
family service systems; recognize the range of roles and variety of settings in which social
workers may interact with urban children and families; understand the relationship between
practice with children and families and the professional value base of social work within an ethical
framework; and understand the social work specific, evidence-informed frameworks and theories
for practice with urban children and families, including trauma informed practice, solution-
focused, and crisis intervention theory. Social workers understand the ethical issues and potential
ethical dilemmas that are specific to working with urban children and families; and recognize the
values and ethical principles which underlie child and family practices and policies. Social
workers:
• Use evidence-informed frameworks and theories for practice with urban children
and families.
• Apply ethical decision-making knowledge, skills, values, and cognitive and affective
processes in working with urban children and families, groups, organizations,
communities, and larger systems.
• Use self-reflection and self-regulation to manage one’s personal values, professional
strengths, challenges, and areas for improvement.
• Use supervision and consultation to guide professional judgment and behavior
• Use technology ethically and appropriately in practice with children and families.
2. Engage Diversity and Difference in Practice
Social workers recognize how issues of diversity, 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 influence assessment and
intervention with urban children and families, groups, organizations, communities, and larger
systems; understand how issues of diversity affect client vulnerability to many of the issues that
bring children and families to the attention of social workers; understand cultural strengths and
natural helping traditions that serve as promotive and protective factors; and understand how
personal biases may influence practice with diverse children and families in urban environments.
Social workers:
• Understanding the importance of diversity and difference in shaping life experiences and
accurately identify and assess issues among diverse client populations in the urban
environment.
• Recognize how factors related to diversity and difference may influence client functioning
and help-seeking behaviors.
• Critically identify and implement assessment, intervention, and evaluation tools that are
culturally sensitive and appropriate to diverse children and families.
• Demonstrate awareness of and apply self-awareness and self-regulation to manage one’s
own personal biases and values in working with diverse urban children and families, groups,
organizations, communities, and larger systems.
3. Advance Human Rights and Social, Economic and Environmental Justice
Social workers understand the ways in which issues that bring children and families into contact
with social workers result from a variety of social, economic, and political inequities; understand
how oppression affects the development and functioning of individuals, and, historically, how
oppression has affected specific groups; and recognize disparities that affect children and families
within child and family serving systems. Social workers recognize and address these disparities
and barriers to services available to urban children and families, groups, organizations,
communities, and larger systems. Social workers work together as members of inter-professional
teams to raise awareness about the disparities facing urban children and families and engage them
in practice that advances human rights and social, economic and environmental justice, and
promotes healthy families and child well-being. Social workers:
• Advocate for human rights, social, economic, and environmental justice on behalf of at-
risk families, adults, and children in urban environments.
• Advocate and intervene at multiple levels for the reduction of disproportionality and
disparities that affect oppressed populations.
• Use knowledge of the effects of oppression, discrimination, structural inequality, and
historical trauma on urban children and families, groups, organizations, communities,
and larger systems to guide engagement, assessment, treatment planning, and
intervention.
4. Engage in Practice-Informed Research and Research-Informed Research
Social workers are familiar with valid and reliable assessment tools for identifying problem
behaviors, risk, and protective factors among urban at-risk children and families; know and
understand evidence-informed programs, policies, and interventions related to practice with
children and families; understand how to develop and evaluate evidence-informed interventions,
programs, and policies for diverse children and families; use quantitative and qualitative research
methods as well as technology in advancing social work and in evaluating their practice; and
understand how to evaluate the intended and unintended outcomes of interventions, policies, and
programs. Social workers:
• Identify, evaluate, and implement appropriate evidence-informed assessment, intervention,
and evaluation models and tools with urban children and families, groups, organizations,
communities, and larger systems.
• Apply ethical and culturally informed research skills to the evaluation of practice with urban
children and families, groups, organizations, communities, and larger systems.
• Use practice experience and theory to inform scientific inquiry and research with and on
behalf of urban children and families;
• Apply critical thinking to engage in analysis of quantitative and qualitative research
methods and research findings related to urban at-risk children and families
• Use and translate research evidence to inform and improve practice, policy, and service
delivery for diverse children and families.
5. Engage in Policy Practice
Social workers working with urban children and families understand the impact of policies at the
local, state, federal, and tribal level that influence the funding, planning, and delivery of services
for children and families. They use knowledge and critical thinking to analyze the effects of such
policies on urban children and families, groups, organizations, communities, and larger systems
and advocate for just, equitable, and beneficial programs and services for children and families.
Social workers:
• Use critical thinking to identify public policy at the local, state, federal, and tribal level that
impacts the well-being, service delivery, and access to social services for urban children and
families.
• Educate key stakeholders on how policies related to urban children and families affect
human rights, and social, economic, and environmental justice.
• Apply policy practice knowledge, skills, values, and cognitive and affective processes to
advocate for just, equitable, and beneficial programs and services for urban children and
families.
6. Engage with Individuals, Families, Groups, Organizations, and Communities
Social workers recognize that engagement is an ongoing component of the practice process and
understand the factors that promote and/or hinder engagement in practice with diverse individuals,
families, groups, organizations, and communities in urban environments. Social workers value the
importance of human relationships, understand the theories of human behavior and the social
environment; and they engage in self-awareness and self-regulation to enhance engagement with
urban children, families, and other constituencies. Social workers:
• Acknowledge and address interpersonal dynamics and contextual factors that strengthen
relationships with urban children and families, groups, organizations, communities, and
larger systems.
• Apply knowledge, skills, values, and cognitive and affective processes related to the
influence of groups, organizations, and communities to practice with urban children and
families to promote engagement.
• Use empathy, self-reflection, and self-regulation to effectively engage diverse children,
families, children and families, groups, organizations, communities, and larger systems
within urban environments.
7. Assess Individuals, Families, Groups, Organizations, and Communities
Social workers recognize that assessment is an ongoing component of the practice process and are
aware of the relevant variables used to understand individual, family, group, organizational, and
community dynamics; understand the bio-psycho-social-spiritual and cultural factors that impinge
on adult and child relationships and subsequent interactions; understand the impact of violence
and trauma on urban children and families, groups, organizations, communities, and larger
systems; understand the impact of abuse and neglect on children; and are familiar with evidence-
informed multidisciplinary and multidimensional assessment methods and tools, including the
strengths-based use of the DSM for assessment of urban families in need of mental health
services. Social workers:
• Critically evaluate, select, and utilize appropriate methods and instruments for the
assessment of urban children and families
• Effectively conduct comprehensive assessments of urban children and families that
identify problems, risks, strengths, and protective factors.
• Relate knowledge of family dynamics, trauma, maltreatment, and diversity to the
assessment of urban children and families.
• Use inter-professional collaboration to effectively assess individuals, families, groups,
organizations, and communities
8. Intervene with Individuals, Families, Groups, Organizations, and Communities
Social workers recognize and understand evidence-informed interventions for practice with urban
children and families, groups, organizations, communities, and larger systems; understand how to
use evidence to inform and develop interventions with urban children and families; understand
how to adapt interventions using research evidence to improve cultural sensitivity and relevance in
practice with diverse groups; are familiar with resources for identifying effective interventions
with urban children and families, groups, organizations, communities, and larger systems; and
recognize the role of communities, including religious/spiritual institutions, in the lives of urban
children and families. Social workers:
• Based on the assessment, research knowledge, and values and preferences of clients and
constituencies, critically analyze and identify appropriate evidence-informed interventions
for practice with urban children and families.
• Implement evidence-informed interventions appropriate to diverse clients and use inter-
professional collaboration as appropriate.
• Identify and develop community resources on behalf of urban children and families.
• Monitor and modify interventions as needed to respond to the needs and diversity of urban
children and families.
9. Evaluate Practice with Individuals, Families, Groups, Organizations, and
Communities
Social workers understand that evaluation is an ongoing component of the practice process. They
recognize and understand methods to monitor and evaluate outcomes of practice with urban
children and families, groups, organizations, communities, and larger systems; are familiar with
evaluation tools for use in practice with children and families; and are familiar with the unique
challenges of evaluating outcomes with culturally diverse, urban children and families, groups,
organizations, communities, and larger systems. Social workers:
• Apply research skills to the evaluation of practice with urban children and families;
• Identify and use appropriate evaluation tools with diverse clients.
• Apply knowledge, skills, values, and cognitive and affective processes 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;
• Apply evaluation findings to improve practice effectiveness with urban children and
families at the micro, mezzo, and macro levels; and
• Communicate and disseminate evaluation results appropriate to the intended audience.
Child and Family Specialization Coursework
The foundation curriculum establishes a generalist perspective foundation for education at the
advanced, specialization level. The following courses are taken during the specialization year.
This listing is modified as necessary for students who may have fulfilled their required electives in
previous semesters.
Fall
Practice III: Child and family services
Policy II: Child and family services
Field III
Elective (if not taken prior)*
Spring
Practice IV: Child and family services
Advanced Research Option
Field IV
Elective (if not taken prior)
*Students are eligible to take any graduate elective offered by the University as long as it is
approved by the student’s academic advisor.
Some of the typical electives that Child and Family Specialization students take include:
Crisis Intervention
Drug and Alcohol Abuse
Social Work with Women
HIV/AIDS: Social Work Challenges
Aging Populations
Sexual Minority Communities Public
Health Aspects of Adolescent Health
Practice with Children
Community Violence
Mental Health Issues with Adults
Mental Health Issues with Children &
Adolescent Kinship Care: A
Comprehensive Overview
Practice with Family Violence, Neglect
and Abuse
Special Topics in Social Services
Advanced Child Welfare Practice
Child and Family Specialization Faculty
If you have any questions about the Child and Family specialization and/or careers in social
work in child and family settings, please feel free to contact any of the following faculty:
Faith Johnson Bonecutter, MSW [email protected]
Jennifer Geiger, PhD [email protected]
Christina DeNard, PhD [email protected]
Robert Wilson, PhD [email protected]
Field Placements
In addition to coursework, all students undertake a field placement during their specialization
year. The field placement offers students an opportunity to begin developing the skills and
applied knowledge necessary to perform a variety of social work roles and tasks in diverse child
and family settings. The types of activities that student engage in during their placements are
varied and include strengths-based assessment within an ecosystems perspective, treatment and
intervention planning, the provision of direct services to individuals, families, groups and
communities, advocacy on behalf of clients, and the evaluation of their social work practice
with diverse client systems. During the field placement students work directly with clients
under the supervision of an experienced social work practitioner to develop and demonstrate the
practice behaviors outlined above. At the end of each semester field instructors evaluate each
student’s mastery of the practice behaviors. In addition, students complete a specialization
specific assignment that further assesses practice behavior acquisition and mastery. Students
work closely with their field liaison advisor to select a placement that will best suit their current
learning goals and future career aspirations. The range of child and family related field
placements is quite broad and can include community family service centers, public and
publicly supported child welfare agencies, multi-service social service agencies, juvenile justice
facilities, crisis centers, community mental health centers, group homes, domestic violence
shelters and others. Students work at their field placement 3 days a week during their
specialized practice year.
Career Opportunities
The employment outlook for social workers is projected to be favorable over the course of the
next decade. Social workers with child and family training and experience who are equipped to
work with a diverse population in a variety of settings will be generally well prepared for an
array of employment opportunities.
Child Welfare Traineeship
The Jane Addams Child Welfare Traineeship program includes a focus on four priority areas of
the Illinois Department of Children and Family Services (DCFS): systems of care, trauma-
informed practice, building protective factors, and addressing the overrepresentation of children
of color. Only students admitted into the Child and Family Specialization are eligible to apply
for this traineeship program. Students admitted into the traineeship complete the coursework
required in the Child and Family specialization with additional requirements described below:
1. Students will complete a placement in one of several specially developed field units that
will provide intensive training that reinforces the curriculum and provides opportunities
for students to develop and practice their skills.
2. Students elected into the traineeship project must take SocW547: Advanced Child Welfare
Practice as one of their electives, and SocW565: Child & Family Research as their
advanced research course.
Organization and Community Practice (OCP) Specialization
The Organization and Community Practice (OCP) specialization prepares students for social
work leadership in advanced organizational and community practice in urban communities.
Conceptually grounded in the social determinants of health and a human rights framework, this
specialization works to improve and address health equity. It prepares students with the
knowledge, values, skills, cognitive, and affective processes required to build urban
organizations and communities that are physically, socially, economically, and environmentally
healthy and to address structural inequities. OCP emphasizes organizational development and
community building in solidarity with oppressed persons, racial and ethnic minorities, and other
at-risk, urban populations. OCP’s capacity and asset-building approaches focus on
interorganizational, participatory, empowerment-based, and social justice-oriented methods that
support healthy organizational and community development, and challenge existing structures of
oppression.
OCP (Policy II) features advanced methods of affecting local, state, and federal level policy
change through a human rights-based approach. This course focuses on making connections
between the social determinants of health and the broader policy environment, with particular
attention to analysis and advocacy. Skill development in Policy II includes analysis and practice
methods of developing, implementing, and evaluating policies.
OCP (Practice III) emphasizes the organizational and leadership skills involved in and with
community based organizations and human service agencies. This course is divided into three
domains—executive leadership, resource management, and strategic management. Content
emphasizes the leadership skills involved in working with task groups, staff, board members,
community stakeholders, and interorganizational relations with community-based groups.
Organizational practice methods include human resource development, grant writing and
management, and other methods of fundraising to increase the financial base of an organization
and develop and maintain services.
OCP (Practice IV) emphasizes work with community groups, collectives, coalitions,
interorganizational relations, and partnerships. Practice methods include conflict, consensus and
advocacy organizing; community building initiatives; community development and prevention
projects; and other innovative community-based initiatives grounded in asset development,
social capital, and civic engagement.
Jane Addams College of Social Work is working to provide OCP graduates with the opportunity
for certification in human service management with the Network for Social Work Management
(NSWM). This aim of this certification is to highlight our OCP graduates’ competencies as
social work leaders. See NSWM website for more information:
https://socialworkmanager.org/wp-content/uploads/2016/01/Competency-Brochure-4-19-15-
With-Forms.pdf
Competency 1: Demonstrate Ethical and Professional Behavior
Organization and Community Practice social workers understand how the value base of the
profession and its ethical standards as well as relevant policies and regulations may impact
practice in organizations and communities. Social workers distinguish between personal and
professional values, and they understand how their personal experiences, affective reactions, and
biases influence their professional judgment and behavior. Social workers apply ethical decision-
making and principles of critical thinking and incorporate ethical approaches to the use of
technology in organizations and communities. They realize that work within complex systems
can generate conflicting priorities and ambiguities that require professional value-based
judgments. They display the ability to carry on and lead others in the face of ambiguity,
uncertainty, and adversity inherent in organizational and community change.
Social workers:
• understand conflicting values and use this knowledge to manage personal values and
maintain professionalism in practice.
• utilize ethical principles and guidelines in decision-making to identify and develop
opportunities for change in organizations and communities.
• recognize the value base and ethical standards of the profession in relation to relevant
laws, policies, and programs.
Competency 2: Engage Diversity and Difference in Practice
Organization and Community Practice social workers understand the multiple dimensions of
diversity, including but not limited to age, class, color, culture, disability and ability, ethnicity,
gender, gender identity, immigration status, marital status, political ideology, race,
religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers
understand how life experiences arising from oppression, poverty, marginalization, or privilege
and power, can affect community and organizational culture and well-being. They recognize that
social structures and values may oppress or create privilege and power. They utilize critical self-
reflection to understand how their personal experiences, biases, and affective reactions may
influence their ability to address health inequities, advance human rights, and foster social,
racial, economic, and environmental justice.
Social workers:
• understand the importance of diversity and difference in shaping one’s own and others’
life experiences, and gain self-awareness to critically evaluate their possible influence in
organizational and community practice.
• identify, select, and apply practice and policy solutions that create inclusion and
empowerment in organizational and community practice.
• demonstrate understanding of the impact and influence of culture in organizations and
communities.
Competency 3: Advance Human Rights and Social, Economic and Environmental Justice
Organization and Community Practice social workers understand that every individual has
fundamental human rights such an adequate standard of living, health, education, housing, and
environmental justice. They integrate the profession’s knowledge, values, skills, cognitive, and
affective processes by employing a human rights-based approach to organizational and
community practice. Social workers actively address the dynamics of oppression and privilege
through the use strategies to ensure more equitable distribution of resources and access to
opportunities, goods, and services. Organization and Community Practice social workers seek to
reduce health inequities caused by social, racial, and economic disparities entrenched within
society, its institutions, and its public policies. They demonstrate critical self-reflection and
understand how their personal experiences, biases, and affective reactions may influence their
ability to advance human rights and social, racial, economic, and environmental justice. They
recognize their responsibility to protect the human rights.
Social workers:
• identify oppressive, structural barriers and implement strategies to ensure a more
equitable distribution of resources and access to opportunities, goods, and services in
organizations and communities.
• recognize, protect, and promote human rights, social justice, and environmental
justice in policy, organizational and community practice.
• use policy analysis and advocacy skills to address the social determinants of health
and reduce health inequities.
Competency 4: Engage in Research-informed Practice and Practice-informed Research
Organization and Community Practice social workers use scientific and culturally informed
approaches to guide interventions designed to reduce health inequities and bring about change.
They understand that evidence-informed practice draws on multiple domains and ways of
knowing, and that it is necessary to evaluate the fit of different models or interventions with the
diverse strengths and challenges of organizations and communities. They understand and
critically analyze and evaluate policies and programs to guide organizational and community
practice.
Social workers:
• identify and critically assess evidence-informed programs, policies, and service delivery
models.
• apply practice and policy-based research to address the social determinants of health,
reduce health inequities, and build capacity in organizations and communities.
• understand the value of multiple ways of knowing in practice-informed research and
research-informed practice, and draw on various types of data and a range of research
methods to guide organization and community practice.
Competency 5: Engage in Policy Practice
Organization and Community Practice social workers understand that policies and their
implementation restrict or protect human rights, social justice, and environmental justice at
global, federal, state, and local, levels. Social workers engage in policy practice and understand
the connection between executive, judicial, and legislative levels of policymaking. They can
critically analyze, formulate, and defend proposals that address the social determinants of health
to improve health equity. Social workers understand the history and current structure of public
policies and service delivery. They utilize technology and devise advocacy strategies and tactics
to influence legislation, policies, program services, and funding. Social workers understand the
complexities of policymaking with diverse stakeholders, and recognize how their personal
experiences and affective reactions may impact their ability to effectively engage in policy
practice.
Social workers:
• assess, develop, and implement organizational and public policies that address the social
determinants of health and protect and promote human rights, social justice, and
environmental justice.
• use their understanding of how policy informs practice and how practice informs policy
to conduct policy analysis, and devise advocacy strategies and tactics.
• develop and/or utilize advocacy methods and tools to protect and promote human rights,
social justice, and environmental justice.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
Organization and Community Practice social workers understand that engagement is an ongoing,
dynamic, and interactive process. Social workers understand that their personal experiences,
affective reactions, and biases have an impact on their ability to effectively engage diverse
individuals, families, groups, organizations, and communities. They use relationship-building,
leadership skills, and interdisciplinary collaboration to develop organizations, interact with
community stakeholders, engage in interorganizational partnerships, foster social change, and
build community capacity to address the social determinants of health and reduce health
inequities. Organizations and communities are open systems that are made up individuals,
families, and/or small groups; inherently, organizational and community practice social workers
engage with these constituencies even when focusing on larger systems and macro practice work.
Social workers:
• use critical thinking and reflection that leads to a mutually agreed upon focus of work and
desired outcomes with individuals, families, groups, organizations, and communities.
• select, adapt, and use collaborative approaches to engagement that build relationships.
• engage in interorganizational partnerships that foster social change and build community
capacity.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Organization and Community Practice social workers understand that assessment is an ongoing,
dynamic, and interactive process. Social workers understand that their personal experiences,
affective reactions, and biases have an impact on their ability to effectively assess diverse
individuals, families, groups, organizations, and communities. They use relationship-building,
leadership skills, and interdisciplinary collaboration to develop organizations, interact with
community stakeholders, engage in interorganizational partnerships, foster social change, and
build community capacity to address the social determinants of health and reduce health
inequities. Organizations and communities are open systems that are made up individuals,
families, and/or small groups; inherently, organizational and community practice social workers
engage with these constituencies even when focusing on larger systems and macro practice work.
Social workers:
• use critical thinking and reflection in assessment that leads to a mutually agreed upon
focus of work and desired outcomes with individuals, families, groups, organizations, and
communities.
• use assessment tools and approaches to understand the strengths and weaknesses of
policies, programs, and service delivery models.
• understand assessment as an ongoing component interorganizational efforts that foster
social change and build community capacity.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and
Communities
Organization and Community Practice social workers understand that intervention is an ongoing,
dynamic, and interactive process. Social workers understand that their personal experiences,
affective reactions, and biases have an impact on their ability to effectively intervene with
diverse individuals, families, groups, organizations, and communities. They use relationship-
building, leadership skills, and interdisciplinary collaboration to develop organizations, interact
with community stakeholders, engage in interorganizational partnerships, foster social change,
and build community capacity to address the social determinants of health and reduce health
inequities. Organizations and communities are open systems that are made up individuals,
families, and/or small groups; inherently, organizational and community practice social workers
engage with these constituencies even when focusing on larger systems and macro practice work.
Social workers:
• use critical thinking and reflection in developing and implementing interventions that
lead to a mutually agreed upon focus of work and desired outcomes with individuals,
families, groups, organizations, and communities.
• select, adapt, and use appropriate intervention models and approaches that emphasize
shared power, teamwork, and collaboration.
• negotiate, mediate, and advocate with and on behalf of diverse populations.
Competency 9: Evaluate with Individuals, Families, Groups, Organizations, and
Communities.
Organization and Community Practice social workers understand that evaluation is an ongoing,
dynamic, and interactive process. Social workers understand that their personal experiences,
affective reactions, and biases have an impact on their ability to effectively evaluate
interventions with diverse individuals, families, groups, organizations, and communities. They
use relationship-building, leadership skills, and interdisciplinary collaboration to develop
organizations, interact with community stakeholders, engage in interorganizational partnerships,
foster social change, and build community capacity to address the social determinants of health
and reduce health inequities. Organizations and communities are open systems that are made up
individuals, families, and/or small groups; inherently, organizational and community practice
social workers engage with these constituencies even when focusing on larger systems and
macro practice work.
Social workers:
• apply critical thinking in collecting culturally appropriate, valid and reliable data about
processes and outcomes with and on behalf of diverse individuals, families, groups,
organizations, and communities.
• critically analyze, monitor, and evaluate evidence-informed interventions to address the
social determinants of health, reduce health inequities, and build capacity.
• value multiple ways of knowing and use technology and qualitative and/or quantitative
methods to evaluate programs, policies, and models of service delivery.
OCP Specialization Coursework
The following courses are taken during the specialization year. This listing is modified as
necessary for students who may have fulfilled their required electives in previous semesters.
Fall Spring
OCP Practice III OCP Practice IV
OCP Policy II Advanced Research Option
Field III Field IV
Elective (if not taken prior) * Elective (if not taken prior) *
*Students are eligible to take any graduate elective offered by the University as long as it is
approved by the student’s academic advisor.
OCP students take a variety of different electives. Here is a list of electives that especially
relate to the OCP specialization:
SocW 504 Group Theory and Practice
SocW 512 International Social Work
SocW 525 Social Work with Women
SocW 527 The Mexican Experience in Chicago
SocW 532 Social Work in Corrections
SocW 533 Social Work Practice with LGBTQI Individuals and Communities
SocW 538 Social Work and Human Rights
SocW 544 Community Violence
SocW 546 Public Health Aspects of Adolescents and Youth
SocW 548 Social Entrepreneurship and Social Work
SocW 557 Social Work with Military Service Members
SocW 558 Social Work and the Law
Field Placements
In addition to coursework, all students undertake a field placement during their specialization
year. The field placement offers students an opportunity to begin developing the skills and
applied knowledge necessary to perform a variety of social work roles and tasks in diverse
organization and community practice settings. The types of field placement agencies are
varied and provide a wide range of organizational and community practice.
Students work closely with their field liaison advisor to select a placement that will best suit
their current learning goals and future career aspirations as social work leaders. The range of
OCP field placements is broad and varied, including organizations working in the following
areas:
• afterschool programs
• aging services
• community health
• community organizing
• community violence
• foundation funding and program evaluation
• food access and food justice
• homelessness, housing, and urban displacement
• human rights and environmental rights
• neighborhood and community development
• organizational advancement and development
• policy research and advocacy
• program development with diverse disenfranchised populations
• refugee resettlement
• youth development
During the field placement, students work under the supervision of an experienced social work
practitioner to develop and demonstrate the OCP competencies outlined above. Field placements
focus on macro practice skills in groups, organizations, and communities. Students work at their
field placement 3 days a week during their advanced practice year. At the end of each semester,
field instructors evaluate each student’s achievement and mastery of the OCP competencies.
Career Opportunities
The employment outlook for social workers is projected to be favorable over the course of
the next decade. Careers in macro social work practice, along with social work in general,
are expected to grow by 15% through 2026, which is faster than the average for all
occupations, according to the U.S. Bureau of Labor Statistics.1 Some of the highest paying
jobs in social work are in macro social work.2
The OCP specialization involves the development and management of human rights and
social justice initiatives to address the social inequalities of health in impoverished,
marginalized, and diverse urban communities. OCP students are prepared for a job market
that places increasing importance on developing and managing programs based on the social
1 Bureau of Labor Statistics. https://www.bls.gov/ooh/community-and-social-service/social-workers.htm
2 Lasuertmer, D. (2017). 50 highest paying jobs in social work. Available at:
https://www.bestmswprograms.com/highest-paying-careers-in-social-work/
determinants of health in addressing today’s complex social and health problems.
Career opportunities for OCP students are extensive because they are applied in all types of
organizations and are essential in leading social change and working for social justice and
human rights. Macro social workers build careers in many different types of organizations,
and in general are among the highest paid positions in social work.3
Local, State, and National Government Programs
Macro social workers work in local, state and federal government programs that focus on the
needs of populations at risk. Federal agencies that employ social workers include the Social
Security Administration, Veterans Administration, and Health and Human Services. Macro
practice social workers work as advocates and resources for legislation on behalf of
organizations and communities. They work in administrative roles in institutions of higher
education.
Nonprofit Organizations
Macro social workers are ideal leaders for nonprofits since they use group processes, grant
writing, collaboration, staff development, and research data to make decisions to maximize
efficient and effective services within organizations and communities. They take on a variety
of leadership tasks to ensure the nonprofit's success.
For Profit Organizations
Macro social workers start new businesses as social enterprises. They may be employed by
for-profit organizations such as banks and other types of corporate organizations. Today’s
worker expects corporations to be socially responsible. Communities expect corporations to
give back in some way, and thus corporate social responsibility helps companies be
successful.
Community Based Organizations
Community based organizations employ macro social workers as community organizers,
educators and policy analysts in support of programs within schools, hospitals and community
centers. Community based organizations turn to macro social workers to support social change
initiatives and new program design and implementation around such things as welfare support,
health and wellness programs, and policy change.
Policy Research and Political Practice
Social work research plays a part in government, nonprofits and communities. In an ever-
changing world influenced by factors ranging from technology to political elections to
evolving community systems, social work research helps to optimize the lives of people
within various communities. They may work as organizers in unions, serve as legislative
aides, and run for public office.
3 What careers are available in macro social work? Available at: https://onlinemsw.bu.edu/msw/resource/what-
careers-are-available-in-macro-social-work
25
Specialization Faculty
If you have any questions about the OCP specialization and/or careers in macro social
work in organizations and communities, please contact any of the following faculty who
currently teach in the specialization and serve on the OCP Committee:
Alice Butterfield, PhD, Chair [email protected]
Karen D’Angelo, PhD [email protected]
Barbara Coats, MSW [email protected]
Branden McLeod, PhD [email protected]
Sarah Reed, PhD [email protected]
Edward Potts, MSW [email protected]
Mental Health Specialization
The Mental Health Specialization prepares students with competencies—the knowledge,
value, skills, cognitive and affective processes—for specialized practice in a variety of
public and public-supported behavioral health4 settings with at-risk populations in the
urban environment. Recent surveys indicate that more social workers are employed in
mental health than in any other single field of practice and that social workers provide
more mental health services in the United States than any other profession—two trends
that seem likely to continue into the future. Practice settings within the mental health
specialization include psychiatric hospitals, outpatient mental health facilities, family
agencies, programs for substance abuse disorders, and others. Mental health courses are
designed to give students an in-depth understanding of various clients ranging from those
with mild distress to those with severe mental health conditions including mood, anxiety,
psychotic, and personality disorders. Throughout the courses students are taught a
strengths-based and ecosystems approach to assessment and intervention. Course work
and the field practice experience are integrated to ensure the student’s acquisition of the
necessary knowledge and practice behaviors to work effectively with clients with a range
of mental health problems.
Specialized Mental Health Competencies
Building on the generalist social work foundation and consistent with the College’s
mission, coursework and field placements will help you to acquire the following
specialized competencies and behaviors related to advanced practice in mental health
with urban, at-risk populations:
1. Demonstrate Ethical and Professional Behavior
Social workers in behavioral health4 respect the worth, dignity, and integrity of all persons
with behavioral health issues, and advocate for their self-determination, access to treatment
and other services and the ethical use of technology and other interventions. To ensure
4 “Behavioral health refers to mental/emotional well-being and/or actions that affect wellness. Behavioral
health problems include substance use disorders; alcohol and drug addiction; and serious psychological
distress, suicide, and mental disorders.” Substance Abuse and Mental Health Services Administration
(SAMHSA), National Behavioral Health Quality Framework, Oct 30, 2014.
https://www.samhsa.gov/data/national-behavioral-health-quality-framework
26
ethical practice they use self-reflection, self-regulation, supervision, and consultation to
address how their attitudes and biases may influence their professional values and
behaviors. They recognize the role of social work in identifying and responding to the
needs of individuals, families, and groups affected by behavioral health and related issues
in the urban context. Social workers understand the social work specific, evidence-
informed frameworks and theories for mental health practice. Social workers:
• Demonstrate awareness of their own behavioral health related personal and
professional values through self-reflection and self-regulation.
• Identify and understand one’s own professional strengths, limitations, and
challenges.
• Apply ethical decision-making skills to working with persons with mental
illness.
• Identify opportunities for social work involvement in identifying and
responding to the needs of individuals, families, and communities affected by
mental illness and/or substance use disorders in the urban environment.
2. Engage Diversity and Difference in Practice
Social workers in behavioral health understand how issues of diversity—including gender,
race/ethnicity, age, sexual orientation, cultural background, and social class—influence the
assessment of and response to mental illness and substance use disorders. They understand
the intersectionality of behavioral health with multiple characteristics of diversity and
structural inequalities throughout the life course. They recognize that issues of diversity,
particularly among urban at-risk populations, may affect client vulnerability to mental
illness and substance use disorders, the course of mental illness and substance use
disorders, and client help-seeking behaviors. Social workers recognize the need for
cultural humility and understand how personal bias may influence all aspects of behavioral
health practice with diverse clients, families, and communities in the urban environment.
Social workers:
• Appraise their own values related to cultural humility and diversity in
behavioral health practice.
• Accurately identify behavioral health issues among diverse client
populations in the urban environment.
• Recognize how factors related to diversity may influence client functioning
and help-seeking behaviors.
• Implement assessment, intervention and evaluation tools that are appropriate
to diverse clients.
3. Advance human rights and social, economic and environmental justice
Social workers in behavioral health recognize and seek to address disparities in the
prevalence of behavioral health disorders and access to behavioral health services in the
urban context. They acknowledge how structural inequalities and social determinants may
create barriers to social, economic, and environmental justice for persons dealing with
behavioral health issues. As members of interprofessional teams they engage other
professions to recognize such barriers and to ensure that persons with behavioral health
27
issues are aware of their rights. They are aware of stigma and shame associated with
mental illness and substance use disorders and seek to address discriminatory policies,
practices, and language at multiple levels. Social workers:
• Use knowledge of the effects of structural inequality, oppression,
discrimination and historical trauma on urban client populations to guide
assessment, treatment planning, and intervention.
• Intervene and advocate at multiple levels for health promotion, for the
reduction of health disparities, stigma, and discrimination among diverse
groups affected by mental illness and substance use disorders.
• Empower individuals and groups within local communities to advocate for
social, economic, and environmental justice for persons with behavioral health
issues and their caregivers.
4. Engage in research-informed practice and practice-informed research
Social workers in behavioral health are familiar with and understand evidence-informed
assessment, intervention, and evaluation models and tools related to behavioral health.
They are familiar with and understand evidence-informed program models and policies
related to behavioral health and use practice experience and theory to inform research.
They identify critical gaps and promote the adoption of evidence-informed practice within
organizations. Social workers understand how to develop and use technology to evaluate
effective behavioral health interventions, programs, and policies for diverse urban
populations. Social workers:
• Identify and implement appropriate evidence-informed assessment,
intervention, and evaluation models and tools for diverse clients.
• Apply and extend generalist research skills to the evaluation of behavioral
health practice with diverse clients.
• Collaborate as appropriate with other evaluators/researchers to assess
intervention efficacy and effectiveness.
5. Engage in policy practice
Social workers in behavioral health understand how a vast array of policies at the
organizational, tribal, local, state, and federal level influence the funding, design, and
delivery of services for persons with mental health and substance use issues and their
caregivers. They apply critical thinking to analyze the effects of social policies on persons
with behavioral health concerns, with special attention to persons from marginalized
groups and those facing cumulative disadvantages. Social Workers:
• Educate key stakeholders on how policies related to behavioral health affect
social inclusion and human rights, and social, economic, and environmental
justice.
• Apply policy practice skills for behavioral health programs and services as
well as for individuals, groups & communities affected by mental illness and
substance use disorders.
28
6. Engage with individuals, families, groups, organizations, and communities
Social workers in behavioral health recognize and understand the diverse client groups and
constituencies affected by mental illness. They understand the myriad factors that promote
and/or hinder engagement in behavioral health services by diverse, urban clients. They
possess self-awareness and self-regulation to promote client engagement. Social workers:
• Engage diverse client groups and constituencies in behavioral health practice.
• Attend to interpersonal dynamics and contextual factors that strengthen
and/or threaten the therapeutic alliance.
• Establish relationally-based processes that encourage clients to be equal
participants in the establishment of intervention goals and expected
outcomes.
7. Assess individuals, families, groups, organizations, and communities
Social workers in behavioral health utilize ecosystems theory, strengths-based, and
person/family centered framework to conduct assessments that value the resilience of
diverse individuals, families, and caregivers. They utilize evidence-informed
multidisciplinary and multidimensional assessment methods, tools, and technologies and
modify them as necessary to address the needs of diverse, at-risk groups. They conduct
comprehensive biopsychosocial assessments taking into account multiple risk and
protective factors. They understand the etiology, nature, and course of selected behavioral
health conditions among diverse urban populations. Social workers:
• Effectively conduct comprehensive behavioral health assessments with
diverse clients.
• Identify and assess client strengths and effective coping strategies.
• Assess clients’ readiness for change.
• Evaluate, select and utilize appropriate assessment methods and instruments
for use with diverse populations.
• Use and integrate multiple domains and sources of assessment information
and communicate with other professionals to inform a comprehensive plan
for intervention.
8. Intervene with individuals, families, groups, organizations, and communities
Social workers in behavioral health build on comprehensive biopsychosocial assessments
to plan and implement effective and culturally appropriate interventions for persons with
behavioral health issues and their caregivers and communities. They value and draw on
strengths-based and person/family centered approaches to ensure that interventions are
consistent with mutually agreed on goals at multiple levels. They are knowledgeable
about, critically analyze, and apply evidence-informed interventions as well as emerging
practices. They use technological resources, where appropriate, to improve quality of care.
They collaborate with other professionals, as needed, to provide comprehensive care.
Social workers:
• Identify appropriate person/family centered interventions that take into
account contextual disparities and are targeted to diverse clients, families,
29
and groups.
• Implement evidence-informed interventions appropriate to urban at-risk
populations.
• Monitor and modify interventions as needed to respond to diversity and
individual, family, and environmental challenges.
• Use technology to document and promote care coordination.
9. Evaluate with individuals, families, groups, organizations, and communities
Social workers in behavioral health are familiar with behavioral health related evaluation
methodologies. They are familiar with evaluation tools for behavioral health practice and
recognize the potential effects of intervention on multiple levels. They value the role of the
client and caregivers as contributors to evaluation and seek to include their input in
evaluation efforts. As appropriate, they modify treatment plans based on treatment
monitoring and evaluation feedback. They communicate evaluation findings and
implications for improvement across multiple levels of behavioral health practice.
Social workers:
• Apply research skills to the evaluation of behavioral health practice.
• Identify and use appropriate evaluation tools with diverse clients.
• Communicate and disseminate evaluation results as appropriate.
Mental Health Specialization Coursework
The following courses are taken during the specialization year. This listing is modified as
necessary for students who may have fulfilled their required electives in previous
semesters.
Fall Spring
Practice III: Mental Health Practice IV: Mental Health
Mental Health Policy Advanced Research elective
Field III Field IV
Elective* Elective*
*Students are eligible to take any graduate elective offered by the University as long as it
is approved by the student’s academic advisor. Some of the typical electives that mental
health students take include:
Crisis Intervention Drug and Alcohol Abuse
Social Work with Women HIV/AIDS: Social Work Challenges
Aging Populations Sexual Minority Communities
Community Violence Practice with Family Violence, Neglect and
Abuse
Mental Health Issues with Practice with Children
Children & Adolescents Clinical Interventions
Advanced Clinical Social
Work Practice in Integrated Care
30
Field Placements
In addition to coursework, all students undertake a field placement during their
specialization year. The field placement offers students an opportunity to begin
developing the skills and applied knowledge necessary to perform a variety of social work
roles and tasks in diverse mental health settings. The types of activities that student
engage in during their placements are varied and include strengths-based assessment
within an ecosystems perspective, treatment and intervention planning, the provision of
mental health interventions with individuals, families, groups and communities, advocacy
on behalf of clients, and the evaluation of their social work practice with diverse client
systems. During the field placement students work directly with clients under the
supervision of an experienced social work practitioner to develop and demonstrate the
practice behaviors outlined above.
Students work closely with their field liaison advisor to select a placement that will best
suit their current learning goals and future career aspirations. The range of mental health
related field placements is quite broad and can include inpatient psychiatric facilities, crisis
centers, community mental health centers, outpatient treatment facilities, Veterans
Administration hospitals, group homes, employee assistance programs, domestic violence
shelters and others.
Students work at their field placement 3 days a week during their advanced practice year.
Specialization Faculty and Field Liaison:
If you have any questions about the mental health specialization and/or careers in social
work in mental health settings, please feel free to contact any of the following faculty:
Kimberly Jenkins, MSW, [email protected]
Sonya Leathers, PhD, [email protected]
Jack Lu, PhD, [email protected]
Christopher Mitchell, PhD, [email protected]
James Swartz, PhD, [email protected]
Amy Watson, PhD, [email protected]
Integrated Behavioral Health Care Training Program
This program offers training in evidence-based mental health practice with
children, adolescents, adults, or older adults with mental health issues for effective
behavioral health care in integrated (mental health/medical) care settings. The child and
adolescent track of this program incorporates the Certificate Program in Evidence-Based
Mental Health Practice with Children. Students admitted to the Mental Health
Specialization and School Social Work Specialization are eligible to apply for this
program. Students admitted into this program complete the core coursework required for
their respective specialization. A minimum of six credits of electives is required for
completion of the MSW degree. SocW539: Mental Health Issues of Children and
Adolescents fulfills one of the required elective courses and is required for students in the
child and adolescent track of this program. Students should consult with their advisor or
31
the training program coordinator regarding other elective requirements/options. Students
in the training program have a field placement in one of several specially selected mental
health agencies or schools committed to using evidence-based practice to treat children
with mental health issues. Prior to beginning their field placement, these students
participate in a workshop on evidence-based practice. Throughout the academic year,
these students also participate in a series of specialized integrative seminars.
Health Social Work Practice
Students who are interested in Health Social Work Practice may choose the Mental
Health or Child and Family Specialization. Required and elective coursework in
conjunction with a health-related field placement prepares students to practice in a variety
of health settings, with special attention to the poor, oppressed, racial and ethnic
minorities, and other at-risk urban populations.
Suggested Electives:
In addition to the required Practice III/IV courses students interested in Health Social
Work Practice are encouraged to consider the following electives:
SocW 527 Advanced Clinical Social Work Practice in Integrated Healthcare
SocW 527 Clinical Interventions
SocW 527 Psychological Trauma
SocW 522 Crisis Intervention
SocW 521 Aging Populations and Social Work Responses
SocW 523 Drug and Alcohol Abuse and Social Work Practice
SocW 545 HIV/AIDS: Social Work Challenges
SocW 539 Mental Health Issues with Children and Adolescents
Field Placement Sites:
Within the Mental Health and Child and Family Specializations there are field
placements in a variety of health-related settings including hospitals, rehabilitation
centers, hospice, outpatient settings, and others. Consult the field placement database for
the full range of options.
Faculty Contact:
Students interested in Health Social Work Practice may contact faculty member
Sarah Reed, MSW, MPH, PhD at [email protected]
School Social Work Specialization The School Social Work Specialization prepares students with competencies for
advanced practice in public school settings with at-risk populations in the urban
environment. The specialization employs an ecological perspective to develop school
social work practice, and focuses on the transactions between students and environment.
Practice settings within the school social work specialization include Chicago Public
Schools, as well as, some charter and suburban public-school settings which provide
special education services to youth.
The specialization develops practitioners who can intervene at multiple levels and
systematically analyze schools and make recommendations for change at the individual,
group, school-wide, district-wide, community or larger levels.
32
Overall, key elements in the curriculum include: classroom and school-wide
interventions, interdisciplinary teams, family empowerment, teacher consultation,
community interventions, as well as group and family interventions. School Social Work Competencies5
Building on the generalist social work foundation and consistent with the College’s mission,
this course will help you acquire the following competencies related to advanced practice in
school social work with urban, at-risk populations:
1: Demonstrate Ethical and Professional Behavior
School social workers understand and apply values of the profession and its ethical
standards using NASW Code of Ethics as a foundation, as well as relevant laws and
regulations. School social workers understand the framework for ethical decision-making
and how to critically analyze ethical dilemmas in practice, research, and policy arenas
within a host setting [ISBE Standard 9A]. School social workers understand: (1) The ethical
issues and dilemmas unique to working with students in urban school settings; (2) The
ethical issues involved in the use of technology, data collection, measurement and
application of research models in schools; and (3) Federal and state laws and regulations as
they pertain to ethical practice (e.g. IDEA, Sec 504, FERPA) [ISBE Standard 9B] and the
legal and ethical principles of confidentiality as they relate to school social work [ISBE
Standard 9C].
School Social Workers:
• Identify as a professional school social worker and demonstrates
professional demeanor in behavior, appearance, and oral, written, and
electronic communication [ISBE Standard 9].
• Understand how to work in inter-professional and multidisciplinary teams
[ISBE Standard].
• Recognize the role of the school social worker in identifying and
responding to the needs of the students and their families in school settings.
• Use reflection and self- regulation to manage personal values and maintain
professionalism in practice situations [ISBE Standard 10C].
• Recognize the range of roles that a school social worker plays within a
school setting.
• Understand ecological systems frameworks, the strengths perspective and
evidence-informed practice as it relates to students in urban school settings.
• Use supervision and consultation to guide professional judgment and
behavior [ISBE Standard 1F I1L].
• Understand the application of social learning theories and other current
trends in identifying and developing prevention programs inschools [ISBE
Standards 2D, 3A].
• Use technology ethically and appropriately to facilitate practice outcomes.
5 The school social work specialization is aligned with the Council on Social Work Education (CSWE) and
Illinois State Board of Education (ISBE) accreditation standards.
33
• Use supervision and consultation to guide professional judgment [ISBE
Standard 10D].
2. Engage Diversity and Difference in Practice
School 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. Specifically, social workers examine how these
multiple factors play a role in youths’ school experiences [ISBC Standard 8C,8D].
School social workers critically analyze how issues of difference as well as privilege,
oppression and environmental justice may also influence the assessment of, and response to
school social work populations. School social workers recognize the need for cultural
humility and reflect on how personal bias may influence all aspects of social work practice
and research with diverse clients, families, and communities. School social workers further
understand how issues of diversity oppression and poverty may affect client vulnerability
and help-seeking behaviors. School social workers utilize appropriate assessment tools and
interventions strategies that reflect diverse student needs [ISBE Standard 8C]. School social
workers recognize how developmental level, socioeconomic status, culture, race, ethnicity,
disability, gender, sexual orientation and urban environment affect the educational
functioning of children, and understand how cultural factors serve as protective factors and
promote resilience of students. School social workers respect the impact of cultural, racial,
ethnic, socioeconomic status, gender and sexual orientation on the educational environment
and utilize students’ diversity to enrich the educational experiences of all students [ISBE
Standard 8C]. Moreover, school social workers critically analyze the issues of second
language acquisition and the immigrant experience, and seek to develop strategies to
support students and families [ISBE Standard 8D].
School social workers:
• Practice gender equity and avoid sex-role stereotyping.
• Appraise their own values related to personal biases and exhibit cultural humility in
implementing school social work interventions, policies and research.
• Engage and collaborate with parents and the community in mutual decision-making
that honors difference and diversity in the assessment process.
• Facilitate a learning environment in which individual differences are respected and
the negative consequence of differences may be reduced.
3. Advance Human Rights and Social, Economic, and Environmental Justice
School social workers understand: (1) The need to improve students’ access to services and
resources; (2) The ways in which social, economic, and environmental disparities at the
school and neighborhood levels affect student achievement and; (3) The use of policy
practice to advance social and economic well-being and to deliver effective social work
services.
34
School Social Workers use policy practice skills to:
• Empower children, their families, educators, and others to gain access to and
effectively use school and community resources.
• Develop effective advocacy strategies and skills to support vulnerable children
individuals, families and school systems.
• Demonstrate an understanding of the role of school personnel as mandated reporters
and the function of the state child welfare agency [ISBE Standard 2G, 5F].
• Demonstrate an understanding of parents’/guardians’ and students’ rights regarding
assessment and evaluation [ISBE Standard 71].
4. Engage in Practice-informed Research and Research-informed Practice Social
workers
School social workers’ knowledge of the principles of logic and scientific inquiry support
the selection of valid and reliable assessment tools appropriate for use in schools. School
social workers understand quantitative and qualitative research methods, and how to
evaluate evidence-based or evidence-informed interventions, programs, and policies in
schools. School social workers, via the use of technology, recognize how to interpret and
utilize research to evaluate and guide professional interventions and to translate research
findings into effective school social work practice [ISBE Standard 10E].
School social workers:
• Maintain relevant data to assist in planning, management, and evaluation of
school social work [ISBE Standard 3K].
• Collect, analyze and interpret data to evaluate and modify interventions when
necessary [ISBE Standard 3L].
• Use evidence-informed research and professional literature to guide
assessments, interventions and evaluation models [ISBE Standard 10 C].
• Evaluate their own practice with individual youth groups or programs within a
school setting.
• Utilize appropriate assessment tools and intervention strategies that reflect
diverse student needs [ISBE Standard 8M].
• Apply critical thinking skills to identify gaps in services and areas for ongoing
school-based research.
• Conduct a needs-assessment to plan for service delivery in urban schools
[ISBE Standard 3B] and evaluate the service plan to inform and improve
practice, policy and service delivery.
• Interpret information about students’ families, cultures, and communities in
assessments, interventions, and evaluations of student progress [ISBE
Standard 4E].
• Develop competence in using a variety of non-discriminatory formal and
35
informal tools and techniques to help determine the efficacy of intervention
and programs [ISBE Standard 4T].
• Develop competence in integrating and using technology for assessments,
interventions, and information management [ISBE Standard 3E].
5. Engage in Policy Practice
School social workers understand that human rights, social justice, social welfare and
school-based policies and services are mediated by policies and [their] implementation at
the federal, state, school district and local levels (ISBE Standard 9E). They understand the
need to engage in policy practice to advance the social and economic well-being and to
deliver effective school social work services (ISBE Standard 6A).
School social workers are knowledgeable about:
• Policy formulation, analysis, implementation, and evaluation.
• The application of critical thinking to analyze, formulate, and advocate for policies
that advance human rights and social, economic, and environmental justice (ISBE
Standard 6A).
• Legislative, judicial and administrative processes by which educational policies are formed.
• Ways in which school social workers can influence policy in urban schools and
communities.
• Advocacy methods on behalf of individuals, families, and school (ISBE Standard
2C).
• How to work with administrators and other school personnel to make changes within
the school environment [ISBE Standard 7I].
6. Engage with Individuals, Families, Groups, Organizations, and Communities
School social workers’ knowledge of theories of human behavior, learning and the social
environment are used to facilitate engagement with students and other constituencies,
including individuals, families, groups and organizations (ISBE Standard 3A). School social
workers understand the need to engage parents (i.e., adoptive, biological and other critical
youth caretakers) in all services for the benefit of students’ educational outcomes. School
social workers understand that engagement is an ongoing component of the dynamic and
interactive process in the school community, value the importance of human relationships
and understand the need to engage all segments of the school-based community on behalf of
students. School social workers also understand the need to engage parents, (adoptive,
biological and other critical youth caretakers) in all services for the benefit of the student’s
educational outcome.
School social workers value the relationships in the school setting and recognize the
importance of inter-professional collaboration amongst school staff, community
organizations, parents, and professional groups. They promote ongoing school-community
contacts and engagement via presentations, programs and other strategies such as home
visits, community visits that create a welcoming environment for the student and their
families. School social workers provide leadership in programs that address and promote
social justice and juvenile justice in schools and communities in their work with youth.
School Social workers will actively collaborate with other professions in planning
36
interventions and service delivery models that engage all possible segments of the school
community to ensure the student can be immersed in a productive and positive environment
that supports their social/emotional development. School social workers also understand
community means the district and area in which a school is physically situated. Community
also implies local, national and international milieus and relationships that impact students
and their lives.
School social workers understand:
• Methods of prevention and intervention services to individual, groups, and families
using evidenced-based or evidence-informed practices (ISBE Standard 2D).
• Methods of individual, group, family, and crisis counseling (ISBE Standard 2A).
• The interdisciplinary approach to service delivery within the educational
environment (ISBE Standard 2E).
• The need to utilize technology when appropriate to deliver services to a school-
based audience.
7. Assess Individuals, Families, Groups, Organizations, and Communities
School social workers will provide assessment and evaluative services to individual, groups,
and families using appropriate evidenced-based or evidenced-informed assessment tools
that are grounded in theories of human behavior and social environment (ISBE Standard
4E). Demonstrated efforts must be made to locate and advocate for the use of assessment
instruments that consider diversity and cultural needs of specific groups in which the
student has primary identity including indigenous tribes (ISBE Standard 4L). School Social
workers will actively engage with the entire school community to identify and assess
diverse and unique needs within the school community, and actively provide supports and
services within cultural contexts to ensure that children are successful academically.
School social workers will:
• Critically evaluate and apply their knowledge to facilitate engagement with
student constituencies, including individuals, families, groups, organizations
and immediate and external school communities.
• Understand the need to engage parents (i.e., adoptive and biological, and
other critical youth caretakers) in all services for the benefit of students’
educational outcome [ISBE Standard 4I].
• Promote and encourage ongoing school-community contacts and
engagement via presentations, programs and other strategies, such as home
visits, community visits that create a hospitable, welcoming environment for
the learner.
• Provide leadership in promoting social justice within the school and
community.
• Actively involve other professions in planning and delivery of service.
• Endorse the use of preventions, interventions and evidenced-based
assessment that utilizes technology to deliver the service to an extended
school-based audience.
37
• Actively include programs that address and promote social and juvenile
justice functions within its content. Intervention strategies will engage all
possible segments of the school community to ensure the student can be
immersed in a productive and positive environment that supports positive
social/emotional development.
8. Intervene with Individuals, Families, Groups, Organizations
School social workers understand that intervention and prevention services are ongoing
components of the dynamic and interactive process of social work practice in schools with, and on
behalf of, diverse individuals, families, and groups. School social workers are knowledgeable
about evidence-informed interventions to achieve the goals of clients and constituencies, including
schools (where they practice), families, groups, organizations,and communities. Building on
foundational knowledge of human behavior in the social environment, they can critically access,
evaluate and apply knowledge, skills and values to effectively intervene with students, families
and other constituencies from an inter-professional and multidisciplinary perspective.
School Social Workers:
• Recognize the importance of inter-professional teamwork and
communication in interventions, recognizing that to maximize outcome
interdisciplinary, inter-professional and inter-organization collaboration is
necessary [ISBE Standard 5a, 5B].
• Critically choose and implement the most appropriate intervention to achieve
the best outcome (ISBE Standard 71).
• Provide leadership, information, and guidance to all levels of the school
community regarding all interventions to ensure inclusion of diverse and
vulnerable populations (ISBE Standard 8A, 8 C, 8D, 2 E, 2 H, 2I).
9. Evaluate Practice with Individuals, Families, Groups
School social workers understand that evaluation is a necessary component of the dynamic
and interactive process of school social work practice with, and on behalf of, diverse
individuals, families, groups, organizations, and communities. School social workers
recognize the importance of evaluating processes and outcomes to advance school practice,
policy, and service delivery effectiveness. School social workers understand theories of
human behavior and the social environment, and critically evaluate and apply this
knowledge in evaluating student outcomes.
School social workers:
• Understand the role that qualitative and quantitative methods play in evaluating a
school and student outcomes (ISBE Standard 4A, 4C, 4D 4 E, 4K).
• Select and use appropriate methods for evaluating outcomes; apply knowledge of
human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the evaluation of outcomes (ISBE
Standard 2D, 3A, 4Q).
38
• Critically analyze, monitor, and evaluate intervention and program.
School Social Work Specialization Coursework
Students must achieve a passing score on one of the following examinations: (a) the ISBE
Test of Academic Proficiency; (b)ACT plus writing; (c)SAT plus writing, prior to entering
the school social work specialization. This exam is one of two exams for Professional
Educator License/School Social Worker Endorsement. The following specialization
curriculum prepares students to sit for the School Social Work Content Area Test, the
second required exam. Both exams are necessary components in the school social worker
licensure process within the state of Illinois.
Fall Courses (1st semester)
Practice III: School Social Work Practice
School Social Work Policy
SPED 410 (if not taken prior) *
Field III
Spring Courses (2nd semester)
Practice IV: School Social Work Practice
Advanced School Social Work Research
Elective (if not taken prior) *
Field IV
*SPED 410 Survey of Characteristics of Learners with Disabilities is offered through the
College of Education and is a mandated elective which must be taken (or its equivalent) by
all School Social Work students. This course is advised to be taken in the fall (offered
spring and summer as well) and requires 30 hours of observation of a student receiving
special education services.
**Students are eligible to take any graduate elective offered by the University as long as it
is approved by the student’s academic advisor.
Some of the typical electives that school social work students take include:
Crisis Intervention
Drug and Alcohol Abuse
Social Work with Women
Sexual Minority Communities
Practice with Children
Community Violence
Practice with Family Violence, Neglect, and Abuse
Mental Health Issues with Children and Adolescents
39
Field Placements
In addition to coursework, all students undertake a field placement during their
specialization year. The field placement offers students an opportunity to begin developing
the skills and applied knowledge necessary to perform a variety of social work roles and
tasks in diverse school settings. All students complete a two-semester, 3 days a week,
specialization-specific, advanced field placement in a Chicago metropolitan area school
setting. Field sites are investigated by the College’s field office for their appropriateness in
meeting the specialization’s competencies before they can be approved. During the field
placement students work directly with clients under the supervision of an experienced social
work practitioner to develop and demonstrate skills and competencies as outlined above.
Students also work closely with their field liaison advisor to select a placement that will
best suit their current learning goals and future career aspirations. Students will follow the
schedule of the public school setting (e.g., report to internship in August and conclude the
following June).
At the end of each semester field instructors evaluate each student’s mastery of the
competencies. In addition, at the end of the spring semester students complete an
assessment which further assesses practice behavior acquisition and mastery.
Career Opportunities
Graduates of the school social work specialization will possess advanced knowledge,
values, and skills for practice in public schools and school-linked settings that serve youth
and families, and will be generally well prepared for an array of employment and leadership
roles at multiple levels of social work practice with urban, diverse, or at-risk populations.
Specialization Faculty:
If you have any questions about the school social work specialization and/or careers in
school social work settings, please feel free to contact any of the following faculty:
Annette Johnson (Chair) [email protected]
Otima Doyle, PhD [email protected]
Julie Fisher, MSW [email protected]
Aaron Gottlieb, PhD [email protected]
Kimberly Jenkins, MSW [email protected]
Link to approved field instruction agencies: http://tinyurl.com/j6r957u
This is not an exhaustive list.