Master of Social Work Program
Student Handbook
2022-2023
Department of Social Work
The University of North Carolina at Pembroke
Health Sciences Building, Room 361
P. O. Box 1510
Pembroke, NC 28372
Phone: 910.775.4090
Relay: 910.775.4090
Fax: 910.775.4091
socialwork@uncp.edu
Department of Social Work
This publication is available in alternative formats upon request. Please contact the
Accessibility Resource Center, DF Lowry Building, 910-521-6695.
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Master of Social Work (MSW) Student Handbook
2022-2023 Edition
Table of Contents
Introduction .............................................................................................................................. 4
Master of Social Work (MSW) Program .............................................................................. 4
Mission of the Department of Social Work ......................................................................... 4
Mission of the MSW Program .............................................................................................. 4
Department of Social Work Faculty and Staff .................................................................... 5
Goals of the MSW Program ................................................................................................. 6
MSW Program Objectives .................................................................................................... 7
The Curriculum .......................................................................................................................11
Foundation Year ..................................................................................................................11
Advanced Year ....................................................................................................................12
Concentration Objectives ...............................................................................................12
Advanced Generalist Curriculum ...................................................................................13
School Social Work Licensure ...............................................................................................13
Course Descriptions ...............................................................................................................13
MSW Program Admission and Advisement Procedures ......................................................20
MSW Student Selection Process ...........................................................................................20
Admissions Requirements and Application Process ...........................................................21
General Education Prerequisite Requirements for Application ...........................................21
International Graduate Students ............................................................................................22
Advanced Standing Program .................................................................................................22
Transfer Credit ........................................................................................................................22
Academic Credit for Life Experience .....................................................................................22
Degree Requirements .............................................................................................................22
Advising ...................................................................................................................................23
Academic Policies and Procedures .......................................................................................23
Statement of Non-Discrimination .......................................................................................23
Accommodations for Students with Disabilities ...............................................................24
Grading and Appeals Policies and Process ..........................................................................24
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Dismissal .............................................................................................................................24
Grading ................................................................................................................................24
Withdrawals .........................................................................................................................25
Appeals for Graduate Students ..........................................................................................25
Academic Performance and Honesty Standards ..................................................................26
Academic Standards ...........................................................................................................26
Student Academic Review Conference (SARC) ................................................................26
Academic Dishonesty .........................................................................................................26
Giving and Taking Help ......................................................................................................27
Plagiarism ............................................................................................................................27
Professional Behavior and Performance Standards ............................................................27
Professional Performance Standards ................................................................................28
Sexual Harassment Policy ..................................................................................................30
The Social Work Community ..................................................................................................30
Campus Association of Social Workers ............................................................................30
Phi Alpha Social Work Honor Society ...............................................................................31
Scholarship and Financial Aid Information ...........................................................................31
Appendix A ..............................................................................................................................32
Advisement Guides ...................................................................................................................32
Full-Time MSW Advanced Standing Program (35 Credit Hours) ...........................................33
Part-Time MSW Advanced Standing Program (35 Credit Hours) ..........................................35
Full-Time MSW Traditional Program (50-62 Credit Hours) ....................................................38
Part-Time MSW Traditional Program (50-62 Credit Hours) ...................................................41
Appendix B ..............................................................................................................................44
National Association of Social Workers Code of Ethics .............................................................44
Appendix C ..............................................................................................................................45
Course Waivers by Examination ...............................................................................................45
Appendix D ..............................................................................................................................59
Student Academic and Non-Academic Review Conference ......................................................59
Appendix E ..............................................................................................................................63
School Social Work Licensure Requirements ............................................................................63
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Introduction
Master of Social Work (MSW) Program
The MSW program offers two levels of professional preparation: foundation level generalist
social work (first year of study) and advanced generalist social work practice with an emphasis
on advanced generalist practice in rural communities and an emphasis in working with
populations-at-risk. The courses of study totaling up to 62 hours may be completed over 1 year
(Advanced Standing), 18 months (Fast Track) two years (Traditional) or in three years
(Extended). Students accepted in the Advanced Standing course of study will enroll in the
program full-time during Summer I and Summer II and complete their remaining course work in
one year (fall and spring). The Advanced Standing Program consists of 35 hours required for
graduation
The MSW program builds on the Core Values of the University. The MSW program is designed
to (1) help meet the immediate and growing need in public, private, and social service agencies
in North Carolina for advanced generalist social work professionals, and (2) to offer an
advanced generalist program that emphasizes work with rural and Native American indigenous
populations. There are few social work programs in rural and Native American communities that
prepare students in this manner.
Mission of the Department of Social Work
The mission of the Social Work Program at The University of North Carolina at Pembroke seeks
to prepare students to become leaders in enhancing the quality of life and seeking solutions to
rural problems. It is particularly concerned with the consequences of injustice, and thus focuses
on the empowerment of populations-at-risk and the advancement of economic, political and
social justice in all communities.
Mission of the MSW Program
The mission of the Master of Social Work (MSW) program at the University of North Carolina at
Pembroke is to prepare students for competent professional social work practice based upon an
advanced generalist model. Social workers are prepared for practice in varied settings with
diverse client populations. They are equipped to utilize resources available in rural areas and to
work with members of indigenous communities. Students will develop an awareness of both
historical and contemporary social issues embedded in the context of a larger, more global
reality.
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Department of Social Work Faculty and Staff
Summer Gainey Woodside, MSW, PhD
Associate Professor, Department Chair
910.775.4085
Alice Kay Locklear, MSW, PhD
Professor, Assistant Department Chair
910.775.4269
Audria Cummings
Administrative Assistant
910.775.4090
Shannon Cousineau, DSW, MSW
Assistant Professor
910.775.4267
Joe Davis, MSW
Clinical Instructor
910.775.4083
David A. Dran, MSW, PhD
Associate Professor
910.521.6174
Sherry L. Edwards, MSW, PhD
Professor
910.521.6476
Rezell Gore
Interim Field Director
910.775.4707
Aissa Deloatch-Williams, LMSW, DSW
Assistant Professor
910.775.4079
Kennard DuBose, DSW, MSW
Assistant Professor
910.775.4358
Veronica Hardy, MSW, PhD
Professor
910.775.4366
Bobbi L. Fields, MSW, LCSW
OPTIMISE Rural NC Student Success Advocate
910.775.4176
Cindy E. Locklear, DSW, LCSW
Assistant Professor, Interim MSW Program Director
910.775.4382
Frederick H. Stephens, MSW, LCSW
Assistant Professor
910.521.6581
Keara Ndhlovu, DSW, MSW, LCSW
Assistant Professor
910.775.4268
Denise Presnell, MSW
Clinical Assistant Professor
910.775.4912
Jody Thomas, MSW, DSW
Assistant Professor, Interim BSW Program Director
910.775.4342
Note: represents faculty that have completed training to provide a better community to serve
our diverse lesbian, gay, bisexual, transgender, queer, intersex, and questioning individuals
(LGBTQ).
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Goals of the MSW Program
Building on the Bachelor of Social Work (BSW) program, the MSW program at UNCP both
continues and enhances the current mission while emphasizing fieldwork as a mechanism for
integration of knowledge and experience. The program provides students with opportunities to
apply the advanced social work generalist model under the supervision of a practicing social
worker. The program includes the following goals:
1. To offer a comprehensive foundation curriculum, based upon the liberal arts perspective,
which enables students to develop proficiency in the key competencies of the social
work profession.
2. To draw from the generalist and the strengths perspective to offer a comprehensive,
integrated advanced generalist concentration curriculum designed to enable students to
develop competency in advanced practice.
3. To offer a focus on social work generalist practice at all levels: individual, family,
community, state, nation, and international, with an emphasis on rural and Native
American communities.
4. To prepare graduates to participate in advanced level education beyond the MSW
degree and to promote lifelong learning among North Carolina social workers by
providing quality continuing education opportunities.
5. To emphasize the rural community in practice, with special emphasis on dealing with
populations-at-risk.
6. To promote the active involvement of faculty and graduate students in scholarly
production, with a focus on research for community problem solving and social work
practice evaluation.
7. To engage in action and analysis that leads to the development, adoption, and
implementation of effective and humane policies and programs.
8. To provide professional leadership in planning, organizing, delivering and evaluating
quality social services at the community level.
Implementation of the program goals will be driven by the following:
Regional Rural Focus: Requires students to become knowledgeable about the regional
landscape in which they live and understand the unique circumstances of practicing in culturally
diverse rural areas. This addresses the University’s goal of improving the quality of life for a
culturally diverse society.
Community Development and Leadership: Requires students to take leadership roles in public
and private social service agencies in such areas as mental health, anti-poverty work, rural
community development, substance abuse prevention and treatment and child welfare, while
encouraging responsible participatory citizenship. This is in keeping with the University’s
mission of preparing knowledgeable professionals for future community development.
Lifelong Learning and Professional Development: The program seeks to develop professional
working relationships based on collaboration, and mutual learning dedicated to social justice,
equity, and cultural competence.
Social and Economic Justice: The MSW program seeks to develop understanding of the multi-
level relationships among economic, political, and social systems that contribute to the
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perpetuation of poverty and oppression.
International Exchange: Following the University’s mission, the Department of Social Work will
continue to support faculty/student exchanges, preparing students with a global perspective.
Technology: Graduates from the UNCP MSW program will gain a working knowledge of
emerging information technology that meets the needs of the communities and contexts in
which they will be practicing.
MSW Program Objectives
The program objectives of the Department of Social Work are derived from the goals of the
department and the Educational Policy of the Council on Social Work education, our national
accrediting body. These competencies and the associated practice behaviors that students will
be challenged to develop are as follows:
Competency 1: Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as
relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels.
Social workers understand frameworks of ethical decision-making and how to apply principles of
critical thinking to those frameworks in practice, research, and policy arenas. Social workers
recognize personal values and the distinction between personal and professional values. They
also understand how their personal experiences and affective reactions influence their
professional judgment and behavior. Social workers understand the profession’s history, its
mission, and the roles and responsibilities of the profession. Social Workers also understand the
role of other professions when engaged in inter-professional teams. Social workers recognize
the importance of lifelong learning and are committed to continually updating their skills to
ensure they are relevant and effective. Social workers also understand emerging forms of
technology and the ethical use of technology in social work practice.
Social workers:
1.1 make ethical decisions by applying the standards of the NASW Code of Ethics, relevant
laws and regulations, models for ethical decision-making, ethical conduct of research, and
additional codes of ethics as appropriate to context;
1.2 use reflection and self-regulation to manage personal values and maintain professionalism
in practice situations;
1.3 demonstrate professional demeanor in behavior; appearance; and oral, written, and
electronic communication;
1.4 use technology ethically and appropriately to facilitate practice outcomes; and
1.5 use supervision and consultation to guide professional judgment and behavior.
AGPB 1: Develop training and educational opportunities for career-long learning
AGPB 2: Design opportunities for supervision and consultation
AGPB 3: Negotiate professional roles and boundaries in a rural environment
Competency 2: Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape the human
experience and are critical to the formation of identity. The dimensions of diversity are
understood as the intersectionality of multiple factors including but not limited to age, class,
color, culture, disability and ability, ethnicity, gender, gender identity and expression,
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immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual
orientation, and tribal sovereign status. Social workers understand that, as a consequence of
difference, a person’s life experiences may include oppression, poverty, marginalization, and
alienation as well as privilege, power, and acclaim. Social workers also understand the forms
and mechanisms of oppression and discrimination and recognize the extent to which a culture’s
structures and values, including social, economic, political, and cultural exclusions, may
oppress, marginalize, alienate, or create privilege and power.
Social workers:
2.1 apply and communicate understanding of the importance of diversity and difference in
shaping life experiences in practice at the micro, mezzo, and macro levels;
2.2 present themselves as learners and engage clients and constituencies as experts of their
own experiences; and
2.3 apply self-awareness and self-regulation to manage the influence of personal biases and
values in working with diverse clients and constituencies.
AGPB 4: Justify practice decisions based on professional social work values and ethics and
relevant laws
Competency 3: Advance Human Rights and Social, Economic, and Environmental
Justice
Social workers understand that every person regardless of position in society has fundamental
human rights such as freedom, safety, privacy, an adequate standard of living, health care, and
education. Social workers understand the global interconnections of oppression and human
rights violations and are knowledgeable about theories of human need and social justice and
strategies to promote social and economic justice and human rights. Social workers understand
strategies designed to eliminate oppressive structural barriers to ensure that social goods,
rights, and responsibilities are distributed equitably and that civil, political, environmental,
economic, social, and cultural human rights are protected.
Social workers:
3.1 apply their understanding of social, economic, and environmental justice to advocate for
human rights at the individual and system levels; and
3.2 engage in practices that advance social, economic, and environmental justice.
AGPB 5: Use multiple perspectives to analyze client's strengths and challenges
AGPB 6: Assess needs, values and strengths in applying appropriate interventions for diverse
client systems
AGPB 7: Appraise practice delivery and policies to promote social and economic justice and
human rights at all levels of practice
Competency 4: Engage In Practice-informed Research and Research-informed Practice
Social workers understand quantitative and qualitative research methods and their respective
roles in advancing a science of social work and in evaluating their practice. Social workers know
the principles of logic, scientific inquiry, and culturally informed and ethical approaches to
building knowledge. Social workers understand that evidence that informs practice derives from
multi-disciplinary sources and multiple ways of knowing. They also understand the processes
for translating research findings into effective practice.
Social workers:
4.1 use practice experience and theory to inform scientific inquiry and research;
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4.2 apply critical thinking to engage in analysis of quantitative and qualitative research methods
and research findings; and
4.3 use and translate research evidence to inform and improve practice, policy, and service
delivery.
AGPB 8: Use empirical evidence to create strategies for systems change
AGPB 9: Synthesize and select human behavior and social environment theories to match-client
system needs
AGPB 10: Develop and recommend program and/or policy changes based on evaluation of
programs that advance social welfare and enhance service delivery of all levels of practice
Competency 5: Engage in Policy Practice
Social workers understand that human rights and social justice, as well as social welfare and
services, are mediated by policy and its implementation at the federal, state, and local levels.
Social workers understand the history and current structures of social policies and services, the
role of policy in service delivery, and the role of practice in policy development. Social workers
understand their role in policy development and implementation within their practice settings at
the micro, mezzo, and macro levels and they actively engage in policy practice to effect change
within those settings. Social workers recognize and understand the historical, social, cultural,
economic, organizational, environmental, and global influences that affect social policy. They
are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Social workers:
5.1 Identify social policy at the local, state, and federal level that impacts well-being, service
delivery, and access to social services;
5.2 assess how social welfare and economic policies impact the delivery of and access to social
services;
5.3 apply critical thinking to analyze, formulate, and advocate for policies that advance human
rights and social, economic, and environmental justice.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
Social workers understand that engagement is an ongoing component of the dynamic and
interactive process of social work practice with, and on behalf of, diverse individuals, families,
groups, organizations, and communities. Social workers value the importance of human
relationships. Social workers understand theories of human behavior and the social
environment, and critically evaluate and apply this knowledge to facilitate engagement with
clients and constituencies, including individuals, families, groups, organizations, and
communities. Social workers understand strategies to engage diverse clients and constituencies
to advance practice effectiveness. Social workers understand how their personal experiences
and affective reactions may impact their ability to effectively engage with diverse clients and
constituencies. Social workers value principles of relationship-building and inter-professional
collaboration to facilitate engagement with clients, constituencies, and other professionals as
appropriate.
Social workers:
6.1 apply knowledge of human behavior and the social environment, person-in-environment,
and other multidisciplinary theoretical frameworks to engage with clients and constituencies;
and
6.2 use empathy, reflection, and interpersonal skills to effectively engage diverse clients and
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constituencies.
AGPB 11: Employ micro and mezzo practice by monitoring and responding to a changing
context
AGPB 12: Integrate theory-based relational skills in all areas of client engagement
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and
interactive process of social work practice with, and on behalf of, diverse individuals, families,
groups, organizations, and communities. Social workers understand theories of human behavior
and the social environment, and critically evaluate and apply this knowledge in the assessment
of diverse clients and constituencies, including individuals, families, groups, organizations, and
communities. Social workers understand methods of assessment with diverse clients and
constituencies to advance practice effectiveness. Social workers recognize the implications of
the larger practice context in the assessment process and value the importance of
interprofessional collaboration in this process. Social workers understand how their personal
experiences and affective reactions may affect their assessment and decision-making.
Social workers:
7.1 collect and organize data, and apply critical thinking to interpret information from clients and
constituencies;
7.2 apply knowledge of human behavior and the social environment, person-in-environment,
and other multidisciplinary theoretical frameworks in the analysis of assessment data from
clients and constituencies;
7.3 develop mutually agreed-on intervention goals and objectives based on the critical
assessment of strengths, needs, and challenges within clients and constituencies; and
7.4 select appropriate intervention strategies based on the assessment, research knowledge,
and values and preferences of clients and constituencies.
AGPB 13: Design and conduct assessments at all levels of practice
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and
Communities
Social workers understand that intervention is an ongoing component of the dynamic and
interactive process of social work practice with, and on behalf of, diverse individuals, families,
groups, organizations, and communities. Social workers are knowledgeable about evidence-
informed interventions to achieve the goals of clients and constituencies, including individuals,
families, groups, organizations, and communities. Social workers understand theories of human
behavior and the social environment, and critically evaluate and apply this knowledge to
effectively intervene with clients and constituencies. Social workers understand methods of
identifying, analyzing and implementing evidence-informed interventions to achieve client and
constituency goals. Social workers value the importance of interprofessional teamwork and
communication in interventions, recognizing that beneficial outcomes may require
interdisciplinary, interprofessional, and inter-organizational collaboration.
Social workers:
8.1 critically choose and implement interventions to achieve practice goals and enhance
capacities of clients and constituencies;
8.2 apply knowledge of human behavior and the social environment, person-in-environment,
and other multidisciplinary theoretical frameworks in interventions with clients and
constituencies;
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8.3 use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
8.4 negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies;
and
8.5 facilitate effective transitions and endings that advance mutually agreed-on goals.
AGPB 14: Critically apply interventions to facilitate best practice with all client systems
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and
Communities
Social workers understand that evaluation is an ongoing component of the dynamic and
interactive process of social work practice with, and on behalf of, diverse individuals, families,
groups, organizations and communities. Social workers recognize the importance of evaluating
processes and outcomes to advance practice, policy, and service delivery effectiveness. Social
workers understand theories of human behavior and the social environment, and critically
evaluate and apply this knowledge in evaluating outcomes. Social workers understand
qualitative and quantitative methods for evaluating outcomes and practice effectiveness.
Social workers:
9.1 select and use appropriate methods for evaluation of outcomes;
9.2 apply knowledge of human behavior and the social environment, person-in-environment,
and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
9.3 critically analyze, monitor, and evaluate intervention and program processes and outcomes;
and
9.4 apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro
levels.
AGPB 15: Continuously scan the environment, forecast, and adapt macro practice based on the
acquired knowledge
The Curriculum
The foundation and advanced curriculum are designed to prepare students for professional
advanced generalist social work practice responsive to the challenges and resources present in
rural areas in general and indigenous communities (see appendix A for advisement guides).
Foundation Year
The foundation graduate content prepares the students with generalist content similar to what is
provided in accredited BSW programs but is more extensive, offers greater depth and breadth,
and requires more advanced critical thinking skills. The foundation courses address all of the
core competencies at the foundation level. Students are expected to achieve a proficiency in the
practice behaviors of each competency at the foundation level of generalist practice. The
foundation curriculum is designed as an integrated set of courses that introduce students to the
knowledge, values, and skills needed to build on during their advanced generalist concentration
year.
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Generalist Curriculum
Semester 1
SWK 5090 Human Behavior and the Social Environment (3 credit hours)
SWK 5050 Foundations of Social Work Practice (3 credit hours)
SWK 5070 Social Welfare Policies and Analysis (3 credit hours)
SWK 5200 Social Work in a Diverse Community (3 credit hours)
Semester 2
SWK 5060 Social Work Practice with Individuals (3 credit hours)
SWK 5100 Generalist Social Work Research (3 credit hours)
SWK 6710 Advanced Practice w/ Indigenous Populations (3 credit hours)
SWK 5300 Foundation Practicum I and Seminar (215 hour practicum) (3 credit hours)
Semester 3
SWK 5400 Foundation Practicum II and Seminar (215 hour practicum) (3 credit hours)
Electives may be taken in any semester (6 credit hours total)
Advanced Year
The advanced year offers one concentration curriculum, Advanced Generalist Practice with an
emphasis on a rural context, and indigenous populations. It is designed to integrate and build
upon the foundation curriculum. Graduates will become advanced generalist social workers who
are trained to meet the unique needs of clients in rural regions, where practitioners are called
upon to serve in a variety of capacities. Social workers who practice in this region must be
aware of the unique issues of the indigenous populations and be able to work in rural
communities.
Concentration Objectives
The advanced generalist concentration prepares social workers for advanced practice who:
1. Recognize and understand the needs, responses and strengths of people who
experience oppression due to race, ethnicity, gender, sexual identity, social class,
national origin, physical and mental abilities, age, religion and spirituality.
2. Practice at a multi-level to include individuals, families, groups, organizations and
communities, with special emphasis on rural settings.
3. Understand social work and other appropriate theory and implement practice methods
based on theory on that multi-theory basis, allowing for free selection of theories as
appropriate.
4. Practice in a manner that supports client strengths, incorporates social justice and
facilitates empowerment with individuals, and/or families and/or groups.
5. Practice ethically and promote the values of the social work profession as embodied in
the NASW Code of Ethics.
6. Apply advanced skills in differential assessment, intervention and practice evaluation
with individuals and/or families and/or groups based on the best available evidence.
7. Practice collaboratively with populations at risk in all settings.
8. Seek and effectively use supervision, consultation and ongoing professional growth and
development in advanced social work practice with individuals, families, and/or groups.
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Advanced Generalist Curriculum
Semester 1
SWK 5080 Advanced Generalist Practice in Rural Settings (3 credit hours)
SWK 6710 Advanced Practice w/ Indigenous Populations (3 credit hours)
Elective may be taken in any semester (3 credit hours total)
Semester 2
SWK 5580 Advanced Generalist Social Work Practice with Groups/Organizations in Rural
Communities (3 credit hours)
SWK 5650 Mental Health Diagnostics (3 credit hours)
SWK 5430 Advanced Generalist Practice w/ Individuals and Families (3 credit hours)
SWK 5500 Concentration Practicum I and Seminar (250 hour practicum) (4 credit hours)
Semester 3
SWK 5450 Advanced Generalist Intervention Research (3 credit hours)
SWK 5410 Social Work Practice Administration in Rural Settings (3 credit hours)
SWK 5750 Advanced Generalist Assessment and Intervention Methods (3 credit hours)
SWK 5800 Concentration Practicum II and Seminar (250 hour practicum) (4 credit hours)
School Social Work Licensure
Students may choose to complete the requirements for licensure by the NC Department of
Public Instruction as a school social worker while enrolled in the MSW program. See appendix E
for requirements.
Course Descriptions
SWK 5010. Foundation Field I External Supervision
Students who are assigned to a field site that does not have a credentialed field supervisor are
required to complete a section of MSW external field supervisor in conjunction with field
practicum and seminar. SWK 5010 Foundation Field I External Supervision must be taken
concurrently with SWK 5300 Foundation Field I and Seminar. SWK 5010 is the first of four
external supervisor experiences that enable students to apply master’s level coursework in a
generalist practice setting. Students, site supervisors, field seminar instructors and external
MSW supervisors collaborate to plan activities that will support the development of
generalist/advanced skills as specified in individualized learning contracts. External MSW
supervisors and students meet on a regular basis throughout the semester to integrate practice
and theory, resolve ethical dilemmas and develop professional identity. COREQ: SWK 5300
Foundation Practicum I and Seminar
SWK 5020. Foundation Field II External Supervision
Students who are assigned to a field site that does not have a credentialed field supervisor are
required to complete a section of MSW external field supervisor in conjunction with field
practicum and seminar. SWK 5020 Foundation Field I External Supervision must be taken
concurrently with SWK 5400 Foundation Field I and Seminar. SWK 5020 is the second of four
external supervisor experiences that enable students to apply master’s level coursework in a
generalist practice setting. Students, site supervisors, field seminar instructors and external
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MSW supervisors collaborate to plan activities that will support the development of
generalist/advanced skills as specified in individualized learning contracts. External MSW
supervisors and students meet on a regular basis throughout the semester in order to integrate
practice and theory, resolve ethical dilemmas and develop professional identity. COREQ: SWK
5400
SWK 5030. Concentration Field I External Supervision
Students who are assigned to a field site that does not have a credentialed field supervisor are
required to complete a section of MSW external field supervisor in conjunction with field
practicum and seminar. SWK 5030 Concentration Field I External Supervision must be taken
concurrently with SWK 5500 Concentration Field I and Seminar. SWK 5030 is the third of four
external supervisor experiences that enable students to apply master’s level coursework in a
generalist practice setting. Students, site supervisors, field seminar instructors and external
MSW supervisors collaborate to plan activities that will support the development of
generalist/advanced skills as specified in individualized learning contracts. External MSW
supervisors and students meet on a regular basis throughout the semester in order to integrate
practice and theory, resolve ethical dilemmas and develop professional identity. COREQ: SWK
5500
SWK 5040. Concentration Field II External Supervision
Students who are assigned to a field site that does not have a credentialed field supervisor are
required to complete a section of MSW external field supervisor in conjunction with field
practicum and seminar. SWK 5040 Concentration Field II External Supervision must be taken
concurrently with SWK 5800 Foundation Field I and Seminar. SWK 5040 is the fourth of four
external supervisor experiences that enable students to apply master’s level coursework in a
generalist practice setting. Students, site supervisors, field seminar instructors and external
MSW supervisors collaborate to plan activities that will support the development of
generalist/advanced skills as specified in individualized learning contracts. External MSW
supervisors and students meet on a regular basis throughout the semester in order to integrate
practice and theory, resolve ethical dilemmas and develop professional identity. COREQ: SWK
5800
SWK 5050. Foundations of Social Work Practice
This course provides the context for advanced generalist social work practice. Students will
learn about the historical development of the social work profession. The course offers an
overview of contemporary social work practice and the need for social services in a modern
society. It reviews social work methods and fields of practice with an emphasis on professional
values and ethics. The objectives are realized through an Ethical Dilemma Paper, a personal
model of advanced generalist social work practice paper, class discussions, and experiential
exercises. PREREQ: Admission to Graduate School.
SWK 5060. Social Work Practice with Individuals
This course emphasizes social work concepts and fundamental skills of practice with individuals
and their families. Students will learn a problem-solving process that includes problem
identification, needs and strengths assessments, planning, intervention, termination, and
evaluation. Skills in relationship building, interviewing, and recording and documentation will be
reviewed. Knowledge and skills relevant to practice with populations at risk including women,
people of color, gay and lesbian, and/or are economically impoverished will be emphasized.
Issues of oppression, diversity, social justice, values, and ethics will be integrated throughout
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the course. Attention will also be given to the evolution of social work practice from a historical
perspective. PREREQ: Admission to Graduate School.
SWK 5070. Social Welfare Policies and Analysis
This course provides students with an overview of the history and development of social policy
and programs in the United States. Students will learn how to analyze contemporary social
policy issues and social programs and to understand the relationship between social policy and
law. The course focuses on political, economic and other social conditions that influence policy
and law with an emphasis on social justice. Students will learn basic legal research and will
become familiar with laws that provide the foundation for many social policies. Students will
develop skills necessary to function within the legal system on behalf of various vulnerable
populations. PREREQ: Admission to Graduate School.
SWK 5080. Advanced Generalist Practice in Rural Settings
This course presents the unique challenges to social work with populations in rural settings, with
an emphasis on rural areas of North Carolina. The course will examine the history of the rural
experience and how it is affected by changes in the ethnic, economic, technological, and
political landscape. The course will include implications of these changes for the practice of
social work using an advanced generalist approach. PREREQ: Admission to Graduate School.
SWK 5090. Human Behavior and the Social Environment
This course reflects a critical perspective on understanding individuals, groups and communities
using multidimensional frameworks and theories of well-being, stress, coping, adaptation, and
the role of privileged and oppressed statuses and their influence on human development.
Emphasis within this course is on knowledge about individuals and social systems and the
processes of oppression, privilege, and discrimination and factors that help people and social
systems change. Students learn to identify multiple determinants of human behavior and the
implications of this knowledge when working with individuals, families, groups, organizations,
and communities. (3 credit hours). Prerequisites: Admission to Graduate School.
SWK 5100. Generalist Social Work Research
The purpose of this course is to increase students’ knowledge of various research and
evaluation methods that can be used in social work settings across a number of populations and
modalities. The course will focus on how ethics apply to research and evaluation, how research
problems are formulated, how hypotheses or research questions are derived, and the specific
designs that researchers may use in addressing specific research topics. Students will learn the
processes involved in carrying out social work research, examine social work research issues,
evaluate research findings, and assess research. PREREQ: Admission to Graduate School.
SWK 5200. Social Work in a Diverse Community
This course is designed to present students with an overview of the complex issues surrounding
social work with diverse populations. Students will explore the impact of sexual orientation, race,
ethnicity, ability, and/or gender, and examine the consequences of marginalizing members of
oppressed groups. Students will play an active role in their own learning through the use of
writing, electronic discussion groups, and other experiential exercises. PREREQ: Admission to
Graduate School.
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SWK 5300. Foundation Practicum I and Seminar
This is the first course of two foundation practica that enable students to apply master’s level
coursework in a generalist practice setting. Students, agency supervisors, and faculty field
instructors plan activities that will support the development of generalist skills as specified in
individualized learning contracts. Students will be exposed to a variety of social work roles and
responsibilities. The graduate field instruction includes a seminar that will meet four times
throughout the semester. The purpose of the seminar will be for students to share field
experiences and to relate them to real world experiences. Open to MSW students only.
PREREQ: Admission to Graduate School and Research
SWK 5320. Community Development and Social Planning in Rural Communities
(Elective)
This course examines methods of organizing people for social and political advocacy on their
own behalf or on behalf of others to bring about change in rural communities. Rural community
advocacy is an empowering process to bring together underrepresented groups to generate
power and create a more socially just society. This course builds on the foundation course work.
SWK 5400. Foundation Practicum II and Seminar
This is the second course of two foundation practica that enable students to apply master’s level
coursework in a generalist practice setting. Students, agency supervisors, and faculty field
instructors plan activities that will support the development of generalist skills as specified in
individualized learning contracts. Students will be exposed to a variety of social work roles and
responsibilities. The graduate field instruction includes a seminar that will meet four times
throughout the semester. The purpose of the seminar will be for students to share field
experiences and to relate them to real world experiences. Open to MSW students only.
PREREQ: Admission to Graduate School and SWK 5300.
SWK 5410. Social Work Practice Administration in Rural Settings
The purpose of this course is to equip students to perform a variety of management functions in
a broad range of human service organizations and other non-profits. The course will focus on
areas that include the role of the manager, theories of management, specific approaches to
management of the organization, motivating workers, management of data, information and
budgets, and supervision. Emphasis will be on the integration of theory and the practical
application of management tools and techniques for effective functioning of the organization.
This course builds on the foundation course work. PREREQ: Admission to the Graduate School
SWK 5430. Advanced Generalist Practice with Individuals and Families
This course examines practice with individuals and families. Mastery of tasks that enhance
social functioning will be examined. Students will learn effective strength-based interviewing
skills. The course will also address family and community-centered assessment within an
ecological framework. Special attention is given to the needs of families affected by poverty and
oppression in rural communities. PREREQ: SWK 5060 or Advanced Standing.
SWK 5450. Advanced Generalist Intervention Research
The purpose of this course is to provide students with a thorough understanding of the research
design techniques necessary to evaluate the effects of services on clients, community needs,
and address the needs for accountability, as well as practice evaluation. The themes of diversity
and social work values and ethics are addressed in relation to macro research methods,
program evaluation, and community-based research. Attention is placed on diversity concerns
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related to indigenous populations. This course covers the applications of research design
techniques to data collection in human service agencies and communities, including the use of
statistical analysis for program evaluation and needs assessment. PREREQ: Admission to
Graduate School and SWK 5100 or SWK 5130.
SWK 5500. Concentration Practicum I and Seminar
This is the first practicum in the concentration curriculum. This course enables students to apply
Advanced Generalist master’s level coursework in an advanced generalist practice setting.
Students, agency supervisors, and faculty field instructors plan activities that will support the
development of generalist skills as specified in individualized learning contracts. Students will be
exposed to a variety of social work roles and responsibilities. PREREQ: SWK 5300 and SWK
5400 or Advanced Standing. PREREQ: Admission to the Graduate Program and SWK 5060 or
Advanced Standing.
SWK 5580. Advanced Generalist Social Work Practice with Groups and Organizations in
Rural Communities
This advanced generalist course builds on the content presented during the foundation year. It
focuses on the processes of intervention in task and individual change groups. Particular
attention will be given to the recruitment and composition of group members, leadership
structure of small groups and organizations, phases of group development, and such group
processes as decision-making, tension reduction, conflict resolution, goal setting, contracting,
and evaluation in the rural setting. Organizational theories will be covered as well. Theories that
support social justice will be emphasized. The course will also consider how gender, ethnicity,
race, social class, sexual orientation, and different abilities will impact on various aspects of
group functioning such as purpose, composition, leadership, selection of intervention strategies,
and group development. A variety of experiential assignments and exercises will be used to
help students enhance their leadership knowledge and skills. PREREQ: Admission to the
Graduate Program and SWK 5060 or Advanced Standing.
SWK 5650. Mental Health Diagnostics
In this course, students will learn skills needed to conduct mental health assessments in
advanced generalist social work practice. Through the use of assessment tools, including the
current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM), descriptions
and criteria across diagnostic categories will be discussed and examined through the use of
case scenarios and experiential learning activities. Critical evaluation of diagnostic symptoms
will take place through the lens of cultural differences, varying forms of oppression, the effects
of diverse environmental factors, and the impact of rural settings. A strengths-based approach
will be applied to the assessment and diagnostic processes with consideration of the micro,
mezzo, and macro levels of practice. Credits: 3 semester hours. Prerequisites: SWK 5060 or
Advanced Standing.
SWK 5750. Advanced Generalist Assessment and Intervention
This course is designed to extend and enhance students’ knowledge base of assessment
measures and multidisciplinary theoretical frameworks to inform practice decisions. This course
will include experiential learning activities to build students’ understanding of in-depth
assessment methods across complex practice situations. Students will engage in critical
evaluation and application of evidence-based interventions according to best practices.
Students will also develop their ability to conceptualize client and community issues through
various theoretical lenses. Emphasis will be placed on professional practice with diverse client
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contexts, other professionals, and constituencies. This course will draw upon students’ field
placement experiences as well as their foundational understanding of mental health diagnostics
and practice theories. Credits: 3 credit hours. Prerequisites: SWK 5650 Mental Health
Diagnostics and SWK 5430 Advanced Practice with Individuals and Families
SWK 5700. Child Welfare (Elective)
This course is designed to provide practice knowledge and skills for students preparing for
positions in public child welfare. The competencies taught in the course will also give social
workers in a variety of settings that serve children a better understanding of the child welfare
system and its services in North Carolina. The course is designed to acquaint the student with
the tools and techniques necessary to enhance their ability to think critically in a variety of
situations and experiences. PREREQ: Admission to the MSW Program.
SWK 5710. Grant Writing (Elective)
This course will seek to develop research and grant writing skills and competencies to aid the
student in assisting communities, Community Based Organizations, non-profit agencies, etc., in
meeting the needs of the communities and/or associated publics. The focus of this course is
the practical application of social analysis, critical thinking, and the development of related skill-
sets such as community mapping/research, resource identification, program
planning/development, capacity building, and change/intervention strategies to aid in the
creation of grant proposals designed to address specific community or constituency needs.
Students should expect a major time investment in regards to research, writing, and weekly
group discussions/activities. PREREQ: Admission to Graduate School.
SWK 5800. Concentration Practicum II and Seminar
This is the second practicum in the concentration year. This course enables students to apply
Advanced Generalist master’s level coursework in an advanced generalist practice setting.
Students, agency supervisors, and faculty field instructors plan activities that will support the
development of generalist skills as specified in individualized learning contracts. Students will be
exposed to a variety of social work roles and responsibilities.
Students will complete a capstone project that provides a culminating MSW educational
experience in which students integrate and synthesize program material in relation to a
particular area of interest. Open to MSW students only. PREREQ: SWK 5300, SWK 5400, SWK
5500 or Advanced Standing.
SWK 6200. Assessment and Treatment of Substance Abuse Disorder (Elective)
Our understandings of substance use, dependence, abuse, and treatment are some of the most
rapidly evolving and also controversial areas of knowledge in the mental health and medical
fields. This course is designed to cover the key content necessary for developing a
comprehensive understanding of a complex body of knowledge that is filled with certainties and
uncertainties, science and speculation, dogma and theory, as well as opinion and silence. It will
also provide students with a reflective grasp of a confusing body of knowledge. Topics covered
include ethnocultural influences in addiction, sociocultural aspects of addiction, definitions of
addiction, profiles in addiction, substances of addiction, models of treatment, family work, group
support and self-medication theories of addiction.
SWK 6300. Human Trafficking in the US (Elective)
This course emphasizes social work practice in relation to the various forms of human trafficking
within the United States. Students will learn relevant terminology, the process of human
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trafficking, and the systemic effects on those who are victimized. Knowledge and skills relevant
to trauma-focused practice and interventions at various levels of social work practice will be
emphasized. The role of systemic factors including culture and social media will be explored.
SWK 6400. Forensic Social Work (Elective)
This course develops the understanding of the role of social workers with clients within the
criminal justice system and legal system. This course will focus on theory, practice, intervention,
and advocacy with diverse forensic populations including offenders, victims, juveniles, and
related systems. The role of social workers as expert witnesses, in child welfare, etc., is also
explored. This course assumes a justice-oriented multisystems and interdisciplinary approach.
SWK 6500. Military Social Work (Elective)
This course introduces the student to the complexities involved in military culture, combat and
postwar experience. It analyzes the field of military social work practice placing particular
emphasis on the diversity of military/veteran families, their resiliencies, and challenges in
modern societies. The course has an empowerment, family-centered focus and aims to
advance a non-judgmental, culturally- sensitive, ethical understanding and treatment of military
personnel/veterans and their families. The importance of creativity and innovation in designing
and evaluating theory-grounded, practice informed micro-, mezzo-, and macro-level
interventions, adherence to professional ethics, and adoption of best-evidence modalities in the
field are also highly accentuated.
SWK 6600. Advanced Social Work Practice in Integrative Healthcare (Elective)
The course will introduce students to the essential practice skills needed to effectively address
the challenges of integrating services, care, and support for persons with health, mental health,
and substance use problems. Students will become fluent in the language and culture of health
and will develop a working knowledge of a wide variety of chronic health conditions. Students
will examine the challenges of multidisciplinary team practice and current best practices for
effective interventions.
SWK 6700. Integrated Health Policy and Services (Elective)
The purpose of this course is to provide intensive study of the evolution of the integration of
Primary Care and Behavioral Health services and to provide an opportunity for synthesis and
application of learning and practice of policy in this service arena. The content of the course
reflects the values of the social work profession and focuses on the role of the “social policy
practitioner” in assisting individuals in the maintenance or attainment of optimal health and
mental health, social and economic justice, and recovery and wellness. Theories related to
organizational structure and change within an Integrated Behavioral Health environment and
strategies for practitioners to influence policies and promote change in the interest of service
consumer, agency, and society will be presented. The course will provide the knowledge and
skills necessary for direct involvement in the political and organizational processes used to
influence policy and delivery systems. PREREQ: Admission to MSW Program
SWK 6800. International Social Work and Social Development (Elective)
This course exposes students to theories, perspectives, and strategies of social work practice
and social development in less-industrialized, non-Western countries. Students will explore the
historical, sociocultural, economic, and environmental factors that influence social service
delivery in selected countries in Asia, Africa, Latin America, and the South Pacific. The course
will also explore the impact of globalization on social service delivery and strategies. The course
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will cover the roles social workers and social welfare organization play in the selected countries.
Students will have opportunity to learn about various social work intervention strategies
employed in the geographic regions covered. PREREQ: Admission to MSW program
SWKS 6xxx. Special Topics in Social Work
These courses will examine a special area or topic of relevance within the field of social work.
Topics to be considered will be announced prior to registration and may vary. This course may
be repeated for different topics. PREREQ: Permission of Instructor.
MSW Program Admission and Advisement Procedures
The UNCP Master of Social Work (MSW) program seeks students for professional social work
practice; only those who have a bachelor’s degree will be admitted. Graduates will be
responsive to the challenges and resources present in rural areas in general and indigenous
communities and understand local historical and contemporary social issues within a global
perspective. The selection process will consider individuals possessing the abilities to meet the
mission of the needs in southeastern North Carolina, and the growing need in public, private
and social service agencies throughout North Carolina for advanced generalist social work
professionals.
MSW Student Selection Process
While the primary intent is to meet the critical need for MSW practitioners in Southeastern North
Carolina, a long-term goal is to attract students from throughout the state and country who have
an interest in one or more of the unique features of this MSW Program: 1) experience in rural
social work, and 2) location in an ethnically diverse region that includes American Indian culture
and offers experiences with indigenous agencies and communities.
Applicants will be reviewed to determine whether their professional goals are consistent with the
mission and goals of the program and will be assessed to ensure that they are prepared to do
graduate work with an emphasis in rural areas and with indigenous populations. All applicants
must provide quantitative and qualitative evidence of potential for successful completion of a
graduate degree program. These include:
1. The full-time or part-time students are required to meet at least one of the following
academic records: a minimum of 2.75 overall GPA or 3.0 overall GPA to be competitive
(advanced standing students, a 3.2 overall GPA).
2. Official transcripts from all colleges and universities attended.
3. Positive recommendations.
4. An essay, which demonstrates ability to construct an argument and indicates
professional and academic goals, which match program objectives.
5. Application to the Graduate School.
For current admission procedures, visit the Department of Social Work
website.
The MSW program does not grant academic credit for life or work experience. Only students
granted full admission to the program can take the core Social Work Courses.
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Admissions Requirements and Application Process
For further information, visit The Graduate School
website. To be eligible for consideration for
full or provisional admission to a graduate degree program, an applicant must:
1. Submit a completed online application;
2. Pay a nonrefundable application fee;
3. Submit one official transcript from all colleges and universities attended;
4. Have three academic and/or professional recommendations submitted on the applicant’s
behalf; and
5. Meet the Master of Social Work Program-Specific and prerequisite requirements. See
chart below for prerequisite requirements.
General Education Prerequisite Requirements for Application
In order for an applicant to receive full admission to the Master of Social Work program, the
following prerequisite requirements must be completed (in addition to other application
requirements). Any courses identified by the applicant as an “equivalent” prerequisite must be
reviewed and approved by the MSW Program Director. All prereqs must be completed prior to
full admission to the MSW Program.
Applicants with a BSW degree from a CSWE Accredited University
General
Education
Requirements
Required
Credit
Hours
Course Categories that May Meet the Prerequisite Requirement
Human Biology/
Human
Development
and Growth
3
Basic Human Biology, Anatomy and Physiology, Human
Development and Growth
Statistics
3
Social Statistics, Applied and Computational Mathematics,
Quantitative Biology, Educational and Psychological Statistics
Applicants without a BSW degree from a CSWE Accredited University
General
Education
Requirements
Required
Credit
Hours
Course Categories that Meet the Prerequisite Requirement
Basic English
Communication
Skills
6
Composition I and Composition II
Fine Arts and
Humanities
9
History, Philosophy, Religion, Ethics, Global Studies, Archaeology &
Classic Anthropology, Film, *Law
Social Sciences
9
Economics, Geography, Political Science, Psychology, Sociology,
Cognitive Science, *Anthropology, *Communication Studies/
Journalism and Mass Communications, * International Studies,
*Urban Studies and Planning, * Public Policy, *Criminal Justice
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Human Biology/
Human
Development
and Growth
3
Basic Human Biology, Anatomy and Physiology, Human
Development and Growth
Statistics
3
Social Statistics, Applied and Computational Mathematics,
Quantitative Biology, Educational and Psychological Statistics,
Elementary Statistics
*These courses may meet the Fine Arts Humanities or Social Sciences categories depending
upon course content.
** College Board CLEP Exams that are equivalent to the prerequisite courses may be
accepted.
International Graduate Students
The School of Graduate Studies and Research of The University of North Carolina welcomes
applications from potential graduate students from other nations. For further information and
specific application requirements, visit International Graduate Students on
The Graduate School
website.
Advanced Standing Program
Advanced standing status is only awarded to graduates of baccalaureate social work programs
accredited by CSWE. Candidates will have at least a 3.2 GPA (on a 4-point scale) overall GPA
in their undergraduate program where they completed the BSW degree. The student must show
successful completion of application requirements. Candidates with more than five years
between the granting of their BSW degree and the current application date will not be
considered for advanced standing.
Transfer Credit
A maximum number of twelve credit hours taken at another institution (CSWE accredited
program) within the five year time limit may be considered for transfer credit. Requests should
be made to the MSW Program Director and the Dean of the School of Graduate Studies. The
candidate will need to complete the appropriate forms prior to beginning the MSW Program.
Additional information can be found in the UNCP Graduate Student Handbook
.
Academic Credit for Life Experience
Academic credit for life experience and previous work experience is not given, in whole or in
part, in lieu of the field practicum or of courses in the social work professional foundation
curriculum areas.
Degree Requirements
Students are responsible for completing all requirements for the MSW degree – completing
required and elective courses, meeting unit requirements, and maintaining a 3.0 (B) grade point
average on a 4.0 grading scale.
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Advising
The Department of Social Work faculty at UNCP sees the value of both formal and informal
advising. Formal advising consists of explaining policy and routine guidance, “how to get things
done at the University.”
Students are assigned a social work faculty advisor at the time of acceptance into the program.
Students are expected to meet with the assigned academic advisor each semester to review the
plan of study and receive the Personal Identification Number (PIN) that is required for
registration through Braveweb. Advisors should be made aware of academic concerns that may
negatively impact the student. Any changes to a student’s course of study must be approved by
the Advisor.
Only full time faculty who teach in the graduate program will be assigned to advise graduate
students. Factors that are taken into consideration in the assignment of advisors include faculty
workload, number of current advisees, and a student’s request. Students can request a change
in advisor anytime by submitting a request to the Department of Social Work Chair. To obtain
the form to change an advisor, visit the UNCP Office of the Registrar
website.
The topics that are covered during advisement include:
▪ Basic information about the profession and career opportunities
▪ Guidance that helps students understand academic program requirements and
assistance with registration.
▪ A review of students’ transcripts to ensure they meet basic requirements or to help
students enroll in prerequisite courses
▪ Advocacy services that help students with issues that might disrupt their academic
success
▪ Navigating with other departments and support services across campus.
Informal advising consists of issues related to long-term career and personal goals, and issues
relating to the social work profession. You may want to talk to a professor who shares an area
of interest with you. We encourage you to take full advantage of the entire social work faculty in
helping you through the process. We would ask that for issues related to the university to first
see your assigned advisor or in their absence the MSW Program Director.
All faculty have regular office hours posted the department website.
Academic Policies and Procedures
Statement of Non-Discrimination
The University of North Carolina at Pembroke is one of sixteen institutions of The University of
North Carolina. The Pembroke campus and its Social Work Program are dedicated to equality
of opportunity within its community. Accordingly, the University of North Carolina at Pembroke
and its Social Work Program does not practice or condone discrimination, in any form, against
students, employees, or applicants on the grounds of race, color, ethnicity, national origin,
religion, sex, sexual orientation, age, or disability. The University of North Carolina and the
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Social Work Program commits itself to positive action to secure equal opportunity.
Accommodations for Students with Disabilities
Any student with a documented disability needing academic adjustments is requested to speak
directly to the Accessibility Resource Center and the instructor as early in the semester
(preferably within the first week) as possible. All discussions will remain confidential. Please
contact the Accessibility Resource Center, DF Lowry Building, room 107, or call 910.521.6695
or TTY 910.521.6490 for an appointment. This publication is available in alternative formats
upon request. Students may also access more information visiting the UNCP
Accessibility
Resource Center website.
Grading and Appeals Policies and Process
(Obtained from the UNCP Graduate Student Handbook
)
Dismissal
An accumulation of nine (9) semester hours of “C” quality work, or a single grade of “F,” makes
a graduate student ineligible to continue graduate studies or to receive a graduate degree at
UNCP, and the student will be dismissed. Excepted from this regulation are students readmitted
by the Graduate Appeals Committee.
Grading
It is expected that students enrolled in graduate courses demonstrate breadth and depth of
understanding significantly beyond the undergraduate level. While letter grades are used in the
graduate program, they differ substantially in meaning from the undergraduate program.
A grade of “A” designates that the graduate student’s performance has been superior, going
above and beyond what is normally expected in a graduate class.
A grade of “B” designates that a graduate student’s performance has been satisfactory and that
the student has demonstrated the level of understanding normally expected in a graduate class.
A grade of “C” designates that the graduate student’s performance has been poor and that the
student has demonstrated significantly less understanding than normally expected in a graduate
class. An accumulation of 3 “C’s” makes the student ineligible to continue graduate studies at
The University of North Carolina at Pembroke, and the student will be dismissed (see
“Dismissal” section).
A grade of “F” designates failure of the course. A graduate student who receives an “F” is
ineligible to continue graduate studies at The University of North Carolina at Pembroke, and the
student will be dismissed (see “Dismissal” section).
A grade of “I” (incomplete) is given when the student is unable to complete work because of an
unavoidable circumstance such as illness. It is not to be given to enable a student to do
additional work to improve a grade. Assigning the “I” grade is at the discretion of the individual
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instructor. It is the student’s responsibility to request the “I” grade. Generally, the student will
have completed most of the work required for the course before the grade of “I” is requested.
An incomplete must be removed within one semester (excluding summer term), or it will
automatically be converted to a grade of “F.” In determining quality hours and quality point
averages, an “I” is counted as an “F” until it is removed. A grade of “I” does not fulfill prerequisite
requirements.
A grade of “W” indicates that a student officially withdrew from a course (see “Withdrawal
Regulation” section below).
The Department of Social Work, MSW Program uses the following grading system:
A 90 - 100
B 80 – 89
C 70 - 79
F 69 - Below
Withdrawals
Graduate students may find it necessary or advisable to withdraw from one or more courses
during a term. If a student withdraws from all courses in which they are enrolled, they must
withdraw from the university. The deadline for withdrawal depends upon the schedule for the
course and the format of the course. Consult the Graduate Academic Calendar
posted on the
website of the School of Graduate Studies and Research for course withdrawal deadlines.
To withdraw from a course (but remain enrolled in at least one course), a student must complete
an Application to Withdraw from a Graduate Course
form. It is the student’s responsibility to
submit the withdrawal form to the School of Graduate Studies and Research by the withdrawal
deadline for each course. Students who do not officially withdraw from a course by the
established deadline may receive a grade of “F.” A graduate student who receives an “F” is
ineligible to continue graduate studies at The University of North Carolina at Pembroke, and the
student will be dismissed.
To withdraw from the university (i.e. cease to attend all courses), a student must complete an
Application to Withdraw from Graduate School
before the established deadline of each course.
Appeals for Graduate Students
Graduate students may choose to file an appeal with The Graduate Appeals Committee (GAC),
the “due process” body for all graduate students as designated by The Graduate Council.
Appeals may be made for the following: Extension of time to Degree, Credit reinstatement
and/or transfer credit after the deadline, Grade Appeal and to Apply for Readmission after
Dismissal. The Graduate Appeals Committee (GAC) of the Graduate Council is the body which
considers grade appeals from graduate students. There are two grounds for appealing a grade:
(1) evidence of miscalculation, and (2) material deviation from information published in the
course syllabus without adequate notice of the change. Graduate students are required to
attempt to resolve the grading issue with the course professor before filing an appeal. Visit the
UNCP Graduate Student Handbook
for specific details about the appeal process.
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Academic Performance and Honesty Standards
Student concerns related to academic performance may arise in instances of missing
prerequisite courses, when substandard academic performance occurs in which a student’s
overall GPA falls below a 2.5 or less than a C is earned in a social work course, or when alleged
academic dishonesty occurs. When a concern arises pertaining to a student’s academic [or non-
academic performance], as outlined in the Academic Performance and Honesty Standards, the
Non-Academic/Professional Performance Standards, and the Student Academic and Non-
Academic Review Conference (SARC) policy (See Appendix G for the SARC policy), a student
academic review conference may be held by the Academic Review Faculty Committee, which is
charged with making a recommendation for resolution to the Program Director and Department
Chair.
Academic Standards
Students are expected to make adequate academic progress. Students enrolled in social work
courses and accepted into the social work program are expected to maintain an overall 2.5 GPA
and complete all social work courses with a C or better.
Student Academic Review Conference (SARC) (for the full policy see Appendix D)
When a concern related to academic performance or professional performance occurs,
students, academic advisors, field supervisor/task instructor, field liaisons, or other members of
the full-time or part-time social work faculty may request, in writing, that the Department Chair
request that the Academic Review Faculty Committee initiate a Student Academic Review
Conference (SARC) process. The statement shall set forth the reasons for the request, describe
the general nature of the problem in sufficient detail for the understanding of the Department
Chair and conference members, and list any specific questions to be addressed by the
Academic Review Faculty Committee (ARFC).
Academic Dishonesty
Cheating is a violation of the CASW Code of Ethics, UNCP Student Honor Code and the
National Association of Social Workers' Code of Ethics. All instances of academic dishonesty
will automatically be subject to any policies outlined through a course syllabus, a referral for a
Student Academic Review Conference (SARC) and referral for academic dishonesty to the
Office of Academic Affairs.
When academic dishonesty (including plagiarism) is alleged the student will initially be subject
to any academic dishonesty policies within the course syllabus. The following procedures for
handling alleged violations are available: 1) resolution between the faculty member and student,
including the Settlement of Academic Dishonesty and those available in the UNCP Academic
Honor Code policy, 2) referral to the MSW Program Director and Department Chair so that a
SARC may be initiated and held by Academic Review Faculty Committee (ARFC) and further
recommendations made and 3) those allowed for in the UNCP Academic Honor Code policy.
When the UNCP Honor Code Committee has adjudicated a student guilty of cheating, the
individual automatically loses his/her right to plea before the Student Academic Review
Conference (SARC) Committee. Otherwise, students who are accused of cheating are
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permitted to appear before the SARC Committee. The Department of Social Work will not retain
a student who has been adjudicated guilty of cheating. Two particular aspects of cheating are
confusing to some students. The first is the process of "giving and taking help." The second is
“plagiarism”.
Giving and Taking Help
The practice of social work includes two important concepts: "process" and "outcome."
Outcome is the degree of success in achieving a goal. Process includes the hard work and self-
discipline a social worker employs in achieving the desired outcome. The social work faculty
feels that the "process" is as significant as the "outcome." When one student assists another by
sharing projects, term papers, book reports, reaction papers and other assignments, the
benefits of the "process" are usurped. The student who recycles the assignment is denied the
opportunity to enhance his/her self-discipline and work habits. Simply stated, do not share your
work with other students and do not self-plagiarize. The social work faculty considers such
behavior [giving or receiving] as cheating, a violation of the NASW Code of Ethics and a
violation of the Student Honor Code.
Plagiarism
Two types of students plagiarize: 1) Students who do not know the meaning of plagiarism; 2)
Students who intentionally or knowingly present someone else’s work as their own. All students
are expected to understand the meaning of plagiarism. The Social Work Department does not
permit plagiarism All students enrolled in SWK courses are required to use the APA citation
style. Students will lose points on assignments if APA citation style is not used. APA manuals
can be purchased in the bookstore. There is a copy on closed reserve in the library. Also refer
to the Library resource for APA. You may also get help from University Writing Center hours
during the spring semester are from 9 a.m. to 5 p.m. Monday through Thursday and 9 a.m. to 12
p.m. on Friday. For an appointment, visit UNCP Writing Center
.
Professional Behavior and Performance Standards
Nonacademic standards are presented in the Professional Performance Standards. This
document outlines behavior to be expected from students as they advance in their professional
career in Social Work. This document also references the following codes of conduct which
should be followed by all students participating in classes and activities in the Department:
CASW Code of Ethics
The CASW Code of Ethics was established by a committee of students and ratified by the
Campus Association of Social Workers in 1999.
UNCP Student Academic Honor Code
National Association of Social Workers' Code of Ethics
(see Appendix B for NASW Code of
Ethics)
Page 28 of 63
Professional Performance Standards
The Department of Social Work recognizes that preparation for professional practice requires
more than scholastic achievement. The Program expects students to exhibit behavior that is
consistent with professional performance. Such behavior is expected not only in the classroom
but throughout the University and larger community.
Professional performance encompasses a commitment to the social work mission and values as
found in the NASW Code of Ethics
. Signs of such professional performance include: productive
work with others; acceptance of supervision and criticism; respect for colleagues, supervisors,
instructors and clients; advocacy for oneself in a responsible and respectful manner; and
behaviors in accordance with Program and University policies and the laws of society.
Elements of Professional Performance
Specifically, professional performance includes the following elements:
1. Communication Skills (in writing and speaking)
2. Interpersonal Skills
3. Cognitive Skills
4. Self-Awareness and Judgment of Abilities and Limitations
5. Stress Management
6. Skills in Safeguarding Mental and Emotional Functioning
7. Ethical Behavior
1.0 Communication Skills
Students shall demonstrate sufficient skills in writing and speaking the English language to
understand content presented in the program and complete assignments:
a. Students shall produce written documents that communicate clearly, demonstrate
correct grammar and spelling, and adhere to the American Psychological Association
(APA) Style
.
b. Students shall communicate orally in such a manner as to clearly express their ideas
and feelings to others.
c. This expectation shall allow on a case-by-case basis for any reasonable
accommodations approved for a student by the UNCP Accessibility Resource Center
.
2.0 Interpersonal Skills
Students shall demonstrate the interpersonal skills necessary to relate effectively to other
students, faculty, staff, clients, and professionals. Students are expected to initiate and sustain
working relationships with others, both one-to-one and in groups. In doing so, students shall:
a. Demonstrate empathy for others. This skill includes the ability to detect and interpret
nonverbal cues.
b. Communicate thoughts, feelings and intentions clearly, respectfully, and with
congruence of verbal and non-verbal behaviors.
c. Listen to and understand the thoughts, feelings and intentions of others.
d. Work effectively with others regardless of their level of authority.
e. Advocate for themselves in an appropriate and responsible manner and use proper
channels to resolve conflicts.
f. Accept feedback in a constructive manner and in a way that furthers professional
performance.
g. Accept responsibility for their behavior and be aware of the effect their behavior on
Page 29 of 63
others.
3.0 Cognitive Skills
Students are expected to conceptualize and integrate knowledge. At a minimum, students shall
demonstrate the ability to process information and apply information appropriately. In the course
of their studies and training, students are expected to accumulate relevant knowledge from the
social, behavioral and biological sciences and apply that knowledge to professional practice.
4.0 Self Awareness and Judgment of Abilities and Limitations
Students are expected to exhibit knowledge of how their values, beliefs, behavior and
experiences affect their academic and professional performance. Students shall assess how
they are perceived by others and be willing to modify their behavior when such behavior
interferes in working with clients and other professionals. In addition, students shall demonstrate
an ability to accurately assess their strengths and limitations in engaging in specific efforts of
professional practice. Students are further expected to seek and accept supervision and advice
when necessary for their academic and professional performance.
5.0 Stress Management Skills
Students shall demonstrate an ability to cope with life stressors so as not to impede scholastic
achievement and professional performance. Such ability includes use of the following skills:
a. Awareness of one’s stress and how it might affect interpersonal relations and
professional judgment.
b. Constructive management and alleviation of stress. This includes the use of collegiate or
supervisory relationships when necessary to support such efforts.
6.0 Skills in Safeguarding Emotional and Mental Functioning
Students are expected to sustain mental and emotional functioning necessary for scholastic
achievement and professional performance. Students shall seek help and support if
psychosocial distress, substance abuse, or mental health issues affect such achievement or
performance, or compromise the best interests of those to whom students have a professional
or collegiate responsibility.
7.0 Ethical Behavior
Students are expected to exhibit a strong commitment to the goals and values of social work
and to the ethical standards of the profession. Students shall be familiar with ethical values and
behaviors appropriate for professional performance as set forth in the following:
a. The NASW Code of Ethics
b. The UNCP Student Academic Honor Code
c. The Campus Association of Social Workers' Code of Ethics
In addition, students are expected to present or demonstrate:
a. A history free of convictions for offenses contrary to professional practice.
b. An ability to systematically evaluate clients and their situations in an unbiased, factual
way and suspend personal biases during interactions with others. This shall include a
comprehension of another’s values and beliefs.
c. Appreciation of the value of diversity. This includes an effective and nonjudgmental
relationship with others. Students in the course of their professional training shall strive
to deliver appropriate service to all clients regardless of the client’s age, religious beliefs,
gender, disability, sexual orientation, or value system. The student shall not impose
Page 30 of 63
personal, religious, or cultural values on others, including clients, colleagues and other
professionals.
d. Respect for the rights of others. Students shall demonstrate commitment to clients’ rights
of freedom of choice, self-determination and other rights as set forth in the
NASW Code
of Ethics.
e. Maintenance of confidentiality as it relates to human service, classroom activities, and
field placement.
f. Honesty and integrity. Students shall be truthful about background, experiences, and
qualifications; doing one’s own work; giving credit for the ideas of others; and providing
proper citation of source materials in all assignments.
g. Clear, appropriate and culturally sensitive boundaries. Students shall not sexually harass
others; make verbal or physical threats; become involved in sexual relationships with
clients, supervisors, or faculty; abuse others in physical, emotional, verbal, or sexual
ways; or participate in dual relationships where conflicts of interest may exist. In this
regard students shall adhere to the
Campus Association of Social Workers' Code of
Ethics and the NASW Code of Ethics.
Sexual Harassment Policy
Sexual harassment is any unwelcome physical or verbal conduct of a sexual nature which
interferes with another’s ability to receive an education or work. It may consist of physical and/or
verbal behavior, or other actions that intimidate or offend an individual or group of persons. The
following actions may be considered sexually harassing behavior:
1. Unwanted sexual advances, propositions, or questions,
2. Unwelcome touching of a person’s body or clothing,
3. Public displays of sexually demeaning objects, photographs, posters, or cartoons in a
manner that is intended to interfere with work or education,
4. Implied or overt threats, or punitive action as the result of rejection of sexual advances or
rejection of romantic involvement,
5. Sexual assault.
This policy in its entirety is located with the Division of Student Affairs
. Additional information
may be viewed under the Sexual Harassment Policy.
The Social Work Community
Campus Association of Social Workers
The faculty and students feel that participation in the Campus Association of Social Workers is
an important part of the student's professional and academic growth. All students are
encouraged to be active participants and to maintain the development of the CASW through
various avenues of volunteering and community outreach.
1. Upon admission to the MSW Program, each student is informed about the
Campus
Association of Social Workers and encouraged to join.
2. Elections are primarily held at the end of the academic year. At which time all students
in good standing with the university and CASW can campaign to fill a position. As a
result, students are well informed about the performance of the candidates.
Page 31 of 63
3. Meeting times vary and are determined by CASW members and the faculty advisor.
Announcements and reminders about CASW are made in classes as requested by
students to faculty.
4. The Department of Social Work supplies CASW with a faculty advisor.
5. The advisor is responsible for organizing the first meeting of the academic year and
monitoring elections and attending all meetings.
6. The Department of Social Work Faculty recognizes curriculum input from CASW with a
member from this organization sitting in on department meetings.
7. The CASW names a member from their group to be the liaison to the faculty. This
liaison will attend faculty meetings.
Phi Alpha Social Work Honor Society
The UNCP Chapter of the Phi Alpha Social Work Honor Society was established in 2005. The
purposes of the Chapter are to provide a closer bond among students of social work and
promote humanitarian goals and ideals. Phi Alpha fosters high standards of education for social
workers and invites into membership, those who have attained excellence in scholarships and
achievement in social work. MSW students must complete six hours of graduate course work
and have a minimum GPA of 3.5 or above. Applications are available on the Department of
Social Work website.
Scholarship and Financial Aid Information
A limited number of graduate assistantships are available to graduate students through The
Graduate School. Interested students should complete the
Application for a Graduate
Assistantship. Student loans can also provide financial assistance to qualified students.
Additional information about the application process is available by contacting the UNCP Office
of Financial Aid.
The MSW Program offers two HRSA funded scholarship and trainee stipend programs.
EMPOWER MSWs: Expanding the Mental health PrOfessional WorkforcE in Rural NC
OPTIMISE Rural NC: Opportunities To Integrate Mental health In Southeastern Rural NC
For information and benefits pertaining to military and veteran assistance, contact
UNCP
Military Outreach.
Page 32 of 63
Appendix A
Advisement Guides
Page 33 of 63
University of North Carolina at Pembroke
Department of Social Work
Master of Social Work Program
Full-Time MSW Advanced Standing Program (35 Credit Hours)
Plan of Study
Required Course Sequence
Term
Course Title
Credit
Hours
Status
Summer
SWK 5080 Advanced Generalist Practice in Rural Settings
3
SWK 6710 Advanced Practice w/ Indigenous Populations
3
Total Credit Hours
6
Term
Course Title
Credit
Hours
Status
Fall
SWK 5580 Advanced Generalist Social Work Practice with
Groups/Organizations in Rural Communities
3
SWK 5650 Mental Health Diagnostics
3
SWK 5430 Advanced Generalist Practice w/ Individuals and
Families
3
SWK 5500 Concentration Practicum I and Seminar
(250 Hour Field Practicum)
4
Total Credit Hours
13
Term
Course Title
Credit
Hours
Status
Spring
SWK 5450 Advanced Generalist Intervention Research
3
SWK 5410 Social Work Practice Administration in Rural Settings
3
SWK 5750 Advanced Generalist Assessment and Intervention
Methods
3
Page 34 of 63
SWK 5800 Concentration Practicum II and Seminar
(250 Hour Field Practicum)
4
Total Credit Hours
13
TOTAL CORE COURSE HOURS: ______/32
MSW ELECTIVES
Students are required to successfully complete 3 credit hours of social work electives.
Electives may be fulfilled during any semester.
SWK 5320 Community Development and Social
Planning in Rural Communities (3)
SWK 5700 Child Welfare (3)
SWK 5710 Grant Writing (3)
SWK 5720 Advanced Social Work Practice with
Individuals with Varying Abilities (3) FALL 2018
SWK 5730 Advanced Practice in School Social
Work (3)
SWK 6200 Assessment and Treatment of Substance
Abuse Disorder (3)
SWK 6210 Trauma-Informed Social Work
Practice
SWK 6400 Forensic Social Work (3)
SWK 6300 Human Trafficking in the US (3)
SWK 6500 Military Social Work (3)
SWK 6060 Special Topics in Social Work (3)
Crisis Intervention
SWK 6800 International Social Work and Social
Development (3)
TOTAL ELECTIVE HOURS: ______/3
TOTAL PROGRAM HOURS: ______ /35
“Status”: Grade Earned or T=Transfer, D=Dropped, W=Withdrawal, I=Incomplete, WA= Waived
Field Practicum: It is important to the preservation of the Department of Social Work’s relationship with
field education sites that students do not contact organizations or supervisors to arrange for a field
practicum or supervision without the advanced approval of the MSW Field Director. The Field Director will
work with students to locate a practicum site.
Electives: SWK (social work) or SWKS (social work special topics) electives can be located on
BraveWeb under the Social Work subject option or the Social Work Special Topics subject option.
Transfer Courses: All transfer coursework must be approved by the MSW Program Director.
Students accept responsibility for following program requirements. Refer to the MSW Student Handbook,
MSW Field Manual, Graduate Student Handbook, and the UNCP Academic Catalog for more information.
‘
Page 35 of 63
University of North Carolina at Pembroke
Department of Social Work
Master of Social Work Program
Part-Time MSW Advanced Standing Program (35 Credit Hours)
Plan of Study
Required Course Sequence
Term
Course Title
Credit
Hours
Status
Summer
SWK 5080 Advanced Generalist Practice in Rural Settings
3
SWK 6710 Advanced Practice w/ Indigenous Populations
3
Total Credit Hours
6
Term
Course Title
Credit
Hours
Status
Fall
SWK 5580 Advanced Generalist Social Work Practice with
Groups/Organizations in Rural Communities
3
SWK 5430 Advanced Generalist Practice w/ Individuals and
Families
3
Total Credit Hours
6
Term
Course Title
Credit
Hours
Status
Spring
SWK 5450 Advanced Generalist Intervention Research
3
SWK 5410 Social Work Practice Administration in Rural Settings
3
Total Credit Hours
6
Page 36 of 63
Second Year Required Course Sequence
Term
Course Title
Credit
Hours
Status
Fall
SWK 5650 Mental Health Diagnostics
3
SWK 5500 Concentration Practicum I and Seminar
(250 Hour Field Practicum)
4
Total Credit Hours
7
Term
Course Title
Credit
Hours
Status
Spring
SWK 5750 Advanced Generalist Assessment and Intervention
Methods
3
SWK 5800 Concentration Practicum II and Seminar
(250 Hour Field Practicum)
4
Total Credit Hours
7
TOTAL CORE COURSE HOURS: ______/32
MSW ELECTIVES
Students are required to successfully complete 3 credit hours of social work electives.
Electives may be fulfilled during any semester.
SWK 5320 Community Development and Social
Planning in Rural Communities (3)
SWK 5700 Child Welfare (3)
SWK 5710 Grant Writing (3)
SWK 5720 Advanced Social Work Practice with
Individuals with Varying Abilities (3) FALL 2018
SWK 5730 Advanced Practice in School Social
Work (3)
SWK 6200 Assessment and Treatment of Substance
Abuse Disorder (3)
SWK 6210 Trauma-Informed Social Work
Practice
SWK 6400 Forensic Social Work (3)
SWK 6300 Human Trafficking in the US (3)
SWK 6500 Military Social Work (3)
SWK 6060 Special Topics in Social Work (3)
Crisis Intervention
SWK 6800 International Social Work and Social
Development (3)
Page 37 of 63
TOTAL ELECTIVE HOURS: ______/3
TOTAL PROGRAM HOURS: ______ /35
“Status”: Grade Earned or T=Transfer, D=Dropped, W=Withdrawal, I=Incomplete, WA= Waived
Field Practicum: It is important to the preservation of the Department of Social Work’s relationship with
field education sites that students do not contact organizations or supervisors to arrange for a field
practicum or supervision without the advanced approval of the MSW Field Director. The Field Director will
work with students to locate a practicum site.
Electives: SWK (social work) or SWKS (social work special topics) electives can be located on
BraveWeb under the Social Work subject option or the Social Work Special Topics subject option.
Transfer Courses: All transfer coursework must be approved by the MSW Program Director.
Students accept responsibility for following program requirements. Refer to the MSW Student Handbook,
MSW Field Manual, Graduate Student Handbook, and the UNCP Academic Catalog for more information.
Page 38 of 63
University of North Carolina at Pembroke
Department of Social Work
Master of Social Work Program
Full-Time MSW Traditional Program (50-62 Credit Hours)
Plan of Study
Foundation Year Required Course Sequence
Term
Course Title
Credit
Hours
Status
Fall
SWK 5090 Human Behavior and the Social
Environment
3
SWK 5050 Foundations of Social Work Practice
3
SWK 5070 Social Welfare Policies and Analysis
3
SWK 5200 Social Work in a Diverse Community
3
Total Credit Hours
12
Term
Course Title
Credit
Hours
Status
Spring
SWK 5100 Generalist Social Work Research
3
SWK 6710 Advanced Practice w/ Indigenous
Populations
3
SWK 5060 Social Work Practice with Individuals
3
SWK 5300 Foundation Practicum I and Seminar
(215 Hour Field Practicum)
3
Total Credit Hours
12
Term
Course Title
Credit
Hours
Status
Summer
SWK 5400 Foundation Practicum II and Seminar
(215 Hour Field Practicum)
3
SWK 5080 Advanced Generalist Practice in Rural
Settings
3
Page 39 of 63
Total Credit Hours
6
Concentration Year Required Course Sequence
(must complete all Foundation Year courses before Concentration Year courses)
Term
Course Title
Credit
Hours
Status
Fall
SWK 5580 Advanced Generalist Social Work Practice
with Groups/Organizations in Rural Communities
3
SWK 5650 Mental Health Diagnostics
3
SWK 5430 Advanced Generalist Practice w/ Individuals
and Families
3
SWK 5500 Concentration Practicum I and Seminar
(250 Hour Field Practicum)
4
Total Credit Hours
13
Term
Course Title
Credit
Hours
Status
Spring
SWK 5750 Advanced Generalist Assessment and
Intervention Methods
3
SWK 5450 Advanced Generalist Intervention Research
3
SWK 5410 Social Work Practice Administration in Rural
Settings
3
SWK 5800 Concentration Practicum II and Seminar
(250 Hour Field Practicum)
4
Total Credit Hours
13
TOTAL CORE COURSE HOURS: ______/44-56
Page 40 of 63
MSW ELECTIVES
Students are required to successfully complete 3 credit hours of social work electives.
Electives may be fulfilled during any semester.
SWK 5320 Community Development and Social
Planning in Rural Communities (3)
SWK 5700 Child Welfare (3)
SWK 5710 Grant Writing (3)
SWK 5720 Advanced Social Work Practice with
Individuals with Varying Abilities (3) FALL 2018
SWK 5730 Advanced Practice in School Social
Work (3)
SWK 6200 Assessment and Treatment of Substance
Abuse Disorder (3)
SWK 6210 Trauma-Informed Social Work
Practice
SWK 6400 Forensic Social Work (3)
SWK 6300 Human Trafficking in the US (3)
SWK 6500 Military Social Work (3)
SWK 6060 Special Topics in Social Work (3)
Crisis Intervention
SWK 6800 International Social Work and Social
Development (3)
TOTAL ELECTIVE HOURS: ______/6
TOTAL PROGRAM HOURS: ______ /50-62
“Status”: Grade Earned or T=Transfer, D=Dropped, W=Withdrawal, I=Incomplete, WA= Waived
Field Practicum: It is important to the preservation of the Department of Social Work’s relationship with
field education sites that students do not contact organizations or supervisors to arrange for a field
practicum or supervision without the advanced approval of the MSW Field Director. The Field Director will
work with students to locate a practicum site.
Electives: SWK (social work) or SWKS (social work special topics) electives can be located on
BraveWeb under the Social Work subject option or the Social Work Special Topics subject option.
Transfer Courses: All transfer coursework must be approved by the MSW Program Director.
Students accept responsibility for following program requirements. Refer to the MSW Student Handbook,
MSW Field Manual, Graduate Student Handbook, and the UNCP Academic Catalog for more information.
Page 41 of 63
University of North Carolina at Pembroke
Department of Social Work
Master of Social Work Program
Part-Time MSW Traditional Program (50-62 Credit Hours)
Plan of Study
Foundation Year Required Course Sequence
Term
Course Title
Credit
Hours
Status
Fall
SWK 5090 Human Behavior and the Social
Environment
3
SWK 5050 Foundations of Social Work Practice
3
SWK 5200 Social Work in a Diverse Community
3
Total Credit Hours
9
Term
Course Title
Credit
Hours
Status
Spring
SWK 5100 Generalist Social Work Research
3
SWK 6710 Advanced Practice w/ Indigenous
Populations
3
SWK 5060 Social Work Practice with Individuals
3
Total Credit Hours
9
Term
Course Title
Credit
Hours
Status
Summer
SWK 5300 Foundation Practicum I and Seminar
(215 Hour Field Practicum)
3
Total Credit Hours
3
Page 42 of 63
Second Year Required Course Sequence
Term
Course Title
Credit
Hours
Status
Fall
SWK 5070 Social Welfare Policies and Analysis
3
SWK 5580 Advanced Generalist Social Work Practice
with Groups/Organizations in Rural Communities
3
SWK 5400 Foundation Practicum II and Seminar
(215 Hour Field Practicum)
3
Total Credit Hours
9
Term
Course Title
Credit
Hours
Status
Spring
SWK 5080 Advanced Generalist Practice in Rural
Settings
3
SWK 5450 Advanced Generalist Intervention Research
3
Total Credit Hours
6
Third Year Required Course Sequence
Term
Course Title
Credit
Hours
Status
Fall
SWK 5430 Advanced Generalist Practice w/ Individuals
and Families
3
SWK 5650 Mental Health Diagnostics
3
SWK 5500 Concentration Practicum I and Seminar
(250 Hour Field Practicum)
4
Total Credit Hours
10
Term
Course Title
Credit
Hours
Status
SWK 5750 Advanced Generalist Assessment and
Intervention Methods
3
Page 43 of 63
Spring
SWK 5410 Social Work Practice Administration in Rural
Settings
3
SWK 5800 Concentration Practicum II and Seminar
(250 Hour Field Practicum)
4
Total Credit Hours
10
TOTAL CORE COURSE HOURS: ______/44-56
MSW ELECTIVES
Students are required to successfully complete 6 credit hours of social work electives.
Electives may be fulfilled during any semester.
SWK 5320 Community Development and Social
Planning in Rural Communities (3)
SWK 5700 Child Welfare (3)
SWK 5710 Grant Writing (3)
SWK 5720 Advanced Social Work Practice with
Individuals with Varying Abilities (3)
SWK 5730 Advanced Practice in School Social
Work (3)
SWK 6200 Assessment and Treatment of Substance
Abuse Disorder (3)
SWK 6210 Trauma-Informed Social Work
Practice
SWK 6400 Forensic SWK
SWK 6300 Human Trafficking in the US (3)
SWK 6500 Military Social Work (3)
SWK 6xxx Special Topics in Social Work (3)
SWK 6800 International Social Work and Social
Development (3)
TOTAL ELECTIVE HOURS: ______/6
TOTAL PROGRAM HOURS: ______ /50-62
“Status”: Grade Earned or T=Transfer, D=Dropped, W=Withdrawal, I=Incomplete, WA= Waived
Field Practicum: It is important to the preservation of the Department of Social Work’s relationship with
field education sites that students do not contact organizations or supervisors to arrange for a field
practicum or supervision without the advanced approval of the MSW Field Director. The Field Director will
work with students to locate a practicum site.
Electives: SWK (social work) or SWKS (social work special topics) electives can be located on
BraveWeb under the Social Work subject option or the Social Work Special Topics subject option.
Transfer Courses: All transfer coursework must be approved by the MSW Program Director.
Students accept responsibility for following program requirements. Refer to the MSW Student Handbook,
MSW Field Manual, Graduate Student Handbook, and the UNCP Academic Catalog for more information.
Page 45 of 63
Appendix C
Course Waivers by Examination
Students with accredited undergraduate degrees in social work, who either choose to enter as
traditional full-time MSW students or traditional part-time MSW students, are eligible for course
waivers for selected MSW Foundation Year courses by “examination.” These options are offered
to avoid duplication and redundancy of course content of generalist program content from the
BSW program. Course waivers that are granted through examination reduce the total number of
hours a student needs to graduate. Students who meet the appropriate deadlines (see “MSW
Program Options and Deadlines for Course Waiver Consideration”) and receive course waivers
by examination for one to four eligible courses are eligible for consideration of admission to the
MSW Traditional Program with reduced credit hour requirements.
Course Waiver by Examination
Course waiver examinations are designed to assess whether an incoming student has mastered
the content at the level expected of a student who satisfactorily completes the course in the
Foundation Year MSW program. Each exam has 100 multiple-choice questions; a correct
response is worth one point. The minimum score required to pass each test is 80. Test takers
have two hours and 30 minutes to complete the electronically administered test. Students with
accredited undergraduate degrees in social work, who either choose to enter as traditional
full-time MSW students or traditional part-time MSW students, are eligible for course waivers for
selected MSW Foundation Year courses by testing out of selected courses if they have a grade
of C- or better in selected undergraduate courses completed within a 7-year period from the
date of application that align with the selected MSW Foundation Year courses. This is offered to
avoid duplication and redundancy of course content of generalist program content from the
BSW program. Students who meet the appropriate deadlines (see “MSW Program Options and
Deadlines for Course Waiver Consideration”) and receive course waivers for one to four courses
will be considered for admission to the MSW traditional program with reduced credit hour
requirements.
The following selected MSW Foundation Year exams are offered: SWK 5090 Human Behavior
and the Social Environment
SWK 5100 Research Methods in Social Work
SWK 5070 Social Policies and Analysis
SWK 5200 Social Work in a Diverse Communities
Course Waiver by Examination Procedures
1. At the time of application to the traditional MSW program, the student’s transcript will be
reviewed for potential eligibility to receive credit by examination for one or more of the
selected MSW foundation year courses. Selected undergraduate courses that align with
the selected MSW foundation year courses will be deemed as meeting the eligibility
criteria for the option to test out.
2. Students will be notified of the courses that meet the eligibility criteria and the specific
examination date(s), time(s), and location(s) in their initial MSW program acceptance
letter. Students will be provided with reading lists and course objectives to help them
prepare for the exams. Students are encouraged to review the suggested reading list
Page 46 of 63
before taking the test.
3. Students who choose to take one or more of the examinations will communicate a
“notice of intent to test” to the MSW Program Director, preferably in writing via the email
address provided in the admissions packet, by the appropriate deadline (see “MSW
Program Options and Deadlines for Course Waiver Consideration”). Requests to take an
examination received after the specified deadline will not be considered or honored.
4. Tests will be administered no later than the appropriate deadline (see “MSW Program
Options”). Test dates will usually be offered on campus for each examination period.
There is no charge for on campus examinations.
5. Students who are unable to take the examinations on campus semesters must notify the
MSW Program Direct in his or her “notice of intent to test.” The student may arrange to
take the exam at an off-campus location with a test proctor approved by the UNCP MSW
Department. The student will be responsible for any costs associated with this.
6. Students will be notified in writing of their test results within one week from the date of
the test. If a student takes any or all the exams and scores a grade of 80% or higher, he
or she will be awarded a "course waiver by examination" and will not be required to
enroll in the class for which the course waiver was given. A plan of study which indicates
the specific selected courses that are to receive credit by exemption will be developed
and provided to the student, student’s advisor, and The Graduate School staff. The
Graduate School will update the student’s official graduate record accordingly. Course
waivers that are granted through examination reduce the total number of hours a student
needs to graduate.
7. Students are only allowed to take each examination one time. Students are not given the
opportunity to review the examination after submission. Requests for accommodations
on examinations must be pre-approved through the UNCP Accessibility Resource
Center. For more information about the UNCP Accessibility Resource Center, call
910.521.6695 or email [email protected].
8. Only courses taken at a CSWE accredited BSW social work program prior to the official
award date for the BSW degree will be considered for the purposes of this policy.
Courses taken after the official award date of the BSW degree are not eligible for waiver
consideration. Courses must have been taken within 5-years from the date of MSW
program application to qualify for exemption and examination.
MSW Program Options and Deadlines for Course Waiver Consideration
Since course waivers that are granted through examination reduce the total number of credit
hours required for graduation, students who receive course waivers are eligible for consideration
for admission to the MSW Traditional Program with reduced credit hour requirements and must
follow the deadlines specified. Late applications, late notices of intent to test out, or late or
missed examination deadlines will result in the student being required to complete all
requirements of the MSW Traditional Program without course waivers being granted.
MSW Traditional Program with Reduced Credit Hour Requirements
Students who are deemed eligible to waive one to four of the selected Foundation Year courses
through waiver by examination will enroll in the MSW traditional program with reduced credit
hour requirements. The MSW traditional program with reduced credit hour requirements begins
in the fall semester and is designed for full-time students to complete in 24 months. Students
who are interested in being considered for course waivers for the MSW traditional program with
Page 47 of 63
reduced credit hour requirements must meet the following deadlines:
Program
Track
Program
Applicatio
n
Deadline*
Selected Foundation Year
Courses Eligible for
Potential Waiver
Notice of
Intent to
Test Out
Deadline*
Examinatio
n Period/
Deadline*
Traditional
July 1
SWK 5090 Human Behavior and
the Social Environment
SWK 5200 Social Work in a
Diverse Community
SWK 5070 Social Policies and
Analysis
July 15
Aug 1
Traditional
July 1
SWK 5100 Research Methods in
Social Work
Aug 1
Sept 15
*Deadlines that fall on a weekend or holiday will be moved to the first business day following the
weekend or holiday. Deadlines may need to be adjusted based on the university academic
calendar and semester start date.
Testing Out Guide
This is a guide only. Because the testing outs are designed to assess social work foundational
level competencies and practice behaviors covered by accredited Bachelor of Social Work
(BSW) program curricula, test items reflect what you are expected to know and have covered in
your BSW studies. Nonetheless, preparation may be necessary for you to do well on the test(s).
The content outline for each testing out test defines the broad areas that will be assessed on the
test. Each test content outlines were developed by a committee made of UNC-Pembroke social
work faculty members. Each test has 100 multiple-choice questions; a correct response is worth
one point. The minimum score required to pass each test is 80. Test takers have two hours and
30 minutes to complete the electronically administered test. It is recommended that test-takers
review textbooks and other materials that cover the test content outline of the course(s) they
plan to test out.
SWK 5090 Human Behavior and the Social Environment Test Content Outline
A. Defining the macro environment
o Conceptual frameworks
o Macro social environments and generalist practice
B. Cultural competency
o Social work values and principles in the macro social environment
C. Theoretical perspectives for understanding macro social environments
D. Groups in the macro social environment
○ Task Groups
Page 48 of 63
○ Social Action Groups
E. Knowledge and theories about organizations
F. Social service organizations
○ Settings, goals, and environmental contexts
G. Organizations
○ Structure, dynamics and culture
○ Behavior, management and empowerment in organizations
H. Communities
○ Conceptual frameworks and theories, conflicts, resiliency
I. Assessing geographical communities
○ Power, networks, dimensions, mapping community assets
J. Empowering neighborhoods
K. Diversity, populations-at-risk, and empowerment
L. Social justice and the global community
○ Rights, poverty, conflict and immigration
M. Ecosystems theory
Suggested Reading List for SWK 5090 Test
Anderson, R. E., & Carl, I. (1999). Human behavior in the social environment: A social systems
approach (5
th
ed.). New York: Aldine De Gruyter.
Appleby, G. A., Colon, E., & Hamilton, J. (2007). Diversity, oppression, and social functioning:
Person-in-environment assessment and intervention (2
nd
ed.). Boston: Pearson
Education, Inc.
Angus, J. & Reeve, P. (2006). Ageism: A threat to “aging well” in the 21
st
century. The
Journal of Applied Gerontology, 25, 137-152.
Ashford, J.B., & LeCroy, C.W., (2010). Human Behavior in the Social Environment: A
Multidimensional Perspective. Pacific Grove, CA: Brooks/Cole
Baillargeon, J., Hoge, S., & Penn, J. (2010). Addressing the challenge of community reentry
among released inmates with serious mental illness. American Journal of Community
Psychology, 46, 361‐375.
Becker, G. & Newson, E. (2005). Resilience in the face of serious illness among chronically ill
African Americans in later life. Journal of Gerontology, 4, 214-233.
Berger, P. L. (1996). To empower people: from state to civil society. (2nd ed.).
Washington D.C.:
Blank, R.M. (2007). Improving the safety net for single mothers who face serious barriers to
work. [Special Issue] The Future of Children, 17, 2: 183-197.
Borsky, A. E., McDonnell, K., Rimal, R. N., & Turner, M. (2016). Assessing Bystander Behavior
Intentions Toward Friends to Prevent Dating Violence: Development of the Bystander
Behavior Intentions-Friends Scale Through Concept Mapping and Exploratory Factor
Analysis. Violence & Victims, 31(2), 215-234.doi:10.1891/0886-6708.VV-D-13-00196
Cooney, K. & Shanks, T. R. (2010) New approaches to old problems: Market‐based strategies
for poverty alleviation. Social Services Review 84(1) 29-56.
Danzer, G., & Rieger, S. (2015). Multidimensional Family Therapy (MDFT) with an Adult IP: A
Case Study. Contemporary Family Therapy: An International Journal, 37(1), 13-
21.doi:10.1007/s10591-014-9322-6
Deux, K. (2011). An immigrant frame for American identity. Applied Developmental Science, 15,
Page 49 of 63
70-72.
Dluhy, M., & Swartz, N. (2006). Connecting knowledge and policy: The promise of community
indicators in the United States. Social Indicators Research, 79, 1–23
Dolgoff, R., & Feldstein, D. (2013). Understanding Social Welfare: A Search for Social Justice
(9th ed.). Boston: Pearson.
Farmer, T. W., Hamm, J. V., Leung, M., Lambert, K., & Gravelle, M. (2011). Early adolescent
peer ecologies in rural communities: Bullying in schools that do and do not have a
transition during the middle grades. Journal of Youth and Adolescence, 40(9), 1106-1117.
Hutchison, E. D. (2008). Dimensions of human behavior: Person and environment (3
rd
ed.).
Thousand Oaks, CA: Sage Publications, Inc.
Kimport, K., Foster, K., & Weitz, T. A. (2011). Social sources of women's emotional difficulty after
abortion: Lessons from women's abortion narratives. Perspectives on Sexual &
Reproductive Health, 43(2), 103-109. doi:10.1363/4310311
Lum, D. (2005). Cultural competence, practice stages, and client systems: A case study
approach. Belmont, CA: Brooks/Cole.
Lum, D. (2003). Culturally competent practice: A framework for understanding diverse groups
and justice issues (2
nd
ed.). Belmont, CA: Brooks/Cole.
Misri, S., & Kendrick, K. (2008). Perinatal depression, fetal bonding, and mother-child
attachment: A review of the literature. Current Pediatric Reviews, 4(2), 66-70.Morales, A.
T., & Sheafor, B. W. (2006). Social work: A profession of many faces (10
th
ed.). Boston:
Allyn & Bacon.
Popple, P. R., & Leighninger, L. (2008). Social work, social welfare, and American society (7
th
ed.). Boston: Pearson.
Rothman, J. C. (2008). Cultural competence in process and practice: Building bridges. Boston:
Pearson Education, Inc.
Schoon, I., & Polek, E. (2011). Teenage career aspirations and adult career attainment: The role
of gender, social background and general cognitive ability. International Journal of
Behavioral Development, 35(3), 210-217.
Sue, D.W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice. Hoboken:
John Wiley & Sons.
Van Wormer, K. & Besthorn, B. H. (2010). Human behavior and the social environment, macro
level: groups, communities, and organizations. New York, New York: Oxford University
Press..
Williams, C. C. (2005). Training for cultural competence: Individual and group processes.
Journal of Ethnic and Cultural Diversity in Social Work, 14(1/2), 111.
SWK 5070 Social Policy and Services Test Content Outline
A. Problem vs Strengths-centered policy practice
B. Social problem analysis
C. Frameworks for policy analysis
D. History of social policy influences
E. Origins of social work
F. Civil rights and social work
G. Economic and political influences on policy
H. Social policy development
I. Income and asset based social policies and programs
J. Policy topics
Page 50 of 63
○ Physical health
○ Mental health
○ Health reform
○ Older adults
Suggested Reading List for SWK 5070 Test
Allen-Meares, P., & Burman, S. (1995). The endangerment of African American men: An appeal
for social work action. Social Work, 40 (2), 268-275.
Barker, R.L. (1999). The social work dictionary. Washington, DC: NASW.
Black, B., Oles, T. P., & Moore, L. (1998). The relationship between attitudes: Homophobia and
sexism among social work students. Affilia: Journal of Women and Social Work, 13 (2),
166-189.
Browne, C. V. (1995). Empowerment in social work practice with older women. Social Work, 40
(3), 358-364.
Brzuzy, S. (2000). The vulnerability of American Indian women in the new welfare state. Affilia:
Journal of Women and Social Work, 15 (2), 193-203.
Burnette, D. (1999). Custodial grandparents in Latino Families: Patterns of service use and
predictors of unmet needs. Social Work, 44, 22-34.
Cohen, E. D. (1990). Confidentiality, counseling, and clients who have AIDS: Ethical foundations
of a model rule. Journal of Counseling and Development, 68 (3), 282-286.
Dupey, J., Johnson, C., & Hayes, G. P. (1986). Dictionary of military terms.
Edwards, R. L., & Hopps, J. G. (Eds.) Encyclopedia of social work. Washington, DC: NASW.
Ewalt, P. L. (1995). Self-determination from a Pacific perspective. Social Work, 40 (2),
168-175. Francke, L. B. (1997). Ground zero: The gender war in the military. New York:
Simon & Schuster.
Frederiksen, K. I. (1999). Family caregiving responsibilities among lesbians and gay men. Social
Work, 44, 142-155.
Fukuyama, M. A. (1999). Personal narrative: Growing up biracial. Journal of Counseling and
Development, 77 (1), 12-14.
Ginsberg, L. (1995). Social work almanac. Washington, DC: NASW.
Graham, M. J. (1999). The African-centered worldview. Journal of Black Studies, 30 (1), 103-
122.
Guttman, S. (2000). The kinder, gentler military: Can our gender neutral fighting force still win
wars? New York: Scribner.
Haight, W. L. (1998). Gathering the spirit of First Baptist Church: Spirituality as a protective factor
in the lives of African American children. Social Work, 43, 213-221.
Herrick, J. (2013). Social Policy: Overview. Encyclopedia of Social Work. Retrieved from
http://socialwork.oxfordre.com/view/10.1093/acrefore/9780199975839.001.0001/acrefor e-
9780199975839-e-607.
Kaslow, F. W., & Ridenour, R. I. (Eds.). (1984). The military family: Dynamics and treatment.
New York: The Guilford Press.
Keigler, S., Fortune, A., & Witkin, S. (2000). Aging and social work: The changing landscapes.
Washington, DC: NASW.
Lusk, M. W., & Mayadas, N. S. (1997). Should social work celebrate unity or diversity? Journal of
Social Work Education, 33, 235-237.
Lynch, R. S., & Mitchell, J. (1995). Justice system advocacy: A must for NASW and the social
work community. Social Work, 40 (1), 9-12.
Page 51 of 63
Mallon, G. P. (ed.). Foundations of social work practice with lesbian and gay persons. NY: Sage.
Martinez-Brawley, E. (2000). Close to home: Human services and the small community.
Washington, DC: NASW.
McInnis-Ditrich, M. K (1994). Integrating social welfare policy and social work practice.
Pacific Grove, CA: Brooks/Cole.
McMahon, A., & Allen-Meares, P. (1992). Is social work racist? Social Work, 37 (6), 533-559.
NASW speaks (5
th
ed.). Washington, DC: NASW.
Neisler, O. J. (1999). Learning standards, black teachers, and multicultural education:
Overcoming racism and classism in education. Educational Policy, 13 (2). 318-328.
Qzawa, M.N. (1999). The economic well-being of elderly people and children in a changing
society. Social Work, 44, 9-19.
Peled, E., Eisikovits, Z., Enosh, G., & Winstok, Z. (2000). Choice and empowerment for battered
women who stay: Toward a constructivist model. Social Work, 45, 9-25.
Pointdexter, C.C. (1997). Sociopolitical antecedents to stonewall: Analysis of the origins of the
gay rights movement in the United States. Social Work, 42, 607-615.
Ragg, D.M. (2001). Building effective helping skills: The foundation of generalist practice.
Boston: Allyn & Bacon.
Samuda, R. (1999). Advances in cross-cultural assessment. NY: Sage.
Schiele, J. H. (1997). The contour and meaning of Afrocentric social work. Journal of
Black Studies, 27 (6), 800-819.
Scott, W. J., & Stanley, S. C. (Eds.). (1994). Gays and lesbians in the military.
New York: Aldine de Gruyter.
Shilts, R. (1994). Conduct unbecoming: Gays and lesbians in the military. New York: Faucette
Columbine.
Siebert, D. C., Mutran, E. J., & Reitzes, D. C. (1999). Friendship and social support: The
importance of role identity to aging adults. Social Work, 44, 522-533.
Spickard, P. R., & Fong, R. (1995). Undermining the very basis of racism. Social Work, 40 (5),
581-584.
Sullivan, N., Steinhouse, K., & Gelfand, B. (2000). Challenges for social work students: Skills,
knowledge, and values for social and personal change. Washington, DC: NASW.
Takamura, J. C. (1999). Getting ready for the 21
st
century: The aging of America and the older
Americans act. Health and Social Work, 24 (3), 232-238.
Talbot, D. M. (1999). Personal narrative of an Asian American’s experience with racism.
Journal of Counseling and Development, 77 (1), 42-44.
Ta”Shia, A. (1999). Never meant to survive. Lesbian News, 24 (12), 28-30.
Ta’Shia, A. (1998). Lesbians in 12-step recovery: Can homophobia, racism, and classism stand
in the way of getting help? Lesbian News, 24 (2), 22-24.
Trolander, J. A. (1997). Fighting racism and sexism: The council on social work education.
Social Work, 71, 110-135.
Vasquez, M. J., & Eldridge, N. S. (1994). Bringing ethics alive: Training practitioners about
gender, ethnicity, and sexual orientation issues. Women and Therapy, 15 (1), 1-16.
Walz, T., & Ritchie, H. (2000). Gandhian principles on social work practice. Social Work, 45 (3),
213-222.
Weaver, H, N. (1999). Indigenous people and the social work profession: Defining culturally
competent services. Social Work, 44 (3), 217-225.
Weaver, H. N. (1998). Indigenous people in a multicultural society: Unique issues for human
services. Social Work, 43, 203-211.
Wells-Petry, M. (1993). Exclusion: Homosexuals and the right to serve.
Page 52 of 63
SWK 5100: Research Methods in Social Work Test Content Outline
A. Scientific social work inquiry
o Role of scientific research in social work practice
o Theories, philosophies, and perspectives of social research
o Objectivity and subjective in scientific social research
o The social research process
o Selecting a research topic
o Literature review
o Research and evidence-based practice
B. Social work research ethics and cultural competency
o Historical overview of research ethics
o Safeguarding research participants
o Anonymity and Confidentiality
o Informed consent and accent
o Diversity in research
o Intercultural communication
o Institutional Review Boards
o NASW Code of Ethics and social work research
C. Social research focus and designs
o Types of research design
o Single system and group designs
o Threats to external validity
o Threats to internal validity
D. Measures and variables
o Developing a research hypothesis
o Research variables
o Conceptualization and operationalization of variables
o Level of measurement
o Measurement error
o Reliability of measure
o Validity of measure
o Types of measuring instrument
o Developing a new measuring instrument
o Evaluating and selecting existing instrument/measure
E. Research data collection
o Types of data
o Data collection methods
o Sources of data
o Surveys
o Interacting with research participants
o Recording data
F. Sampling
o Probability and nonprobability sampling
o Sampling procedures
o Sampling selection and sampling assignment
o Sampling size
o Sampling error
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o External validity or generalizability
G. Data analysis and dissemination
o Data coding
o Data set
o Descriptive statistics
o Inferential statistics
o Statistical significance
o Methods for analyzing qualitative data
o Mixed methods
o Writing and presenting research report
H. Practice and program evaluation
o Role of program and practice evaluation in social work
o Types of program evaluation
o Logic models
o Cost-effective and
o Single system research
o Steps for conducting single system research
Suggested Reading List for SWK 5100 Test
Corcoran, J. and Secret, M. (2013). Social work research skills workbook: A step-by-step guide
to conducting agency-based research. New York, NY: Oxford University Press.
Drake, B. and Jonson-Reid, M. (2008). Social work research methods: From conceptualization
to dissemination. New York, NY: Pearson Publications.
Dudley, J. (2010). Research methods for social work: Being producers and consumers of
research (Updated 2nd ed.). Boston, MA: Allyn & Bacon.
Faulkner, S. S. and Faulkner, C. (2013). Research methods for social workers: A practice-based
approach (2
nd
ed.). New York: NY: Oxford University Press.
Galvan, J. L. (2009). Writing literature review: A guide for students of the social and behavioral
sciences (4th ed.). Glendale, CA: Pyrczak Publishing.
Grinnell, R. M., Williams, M. and Unrau, Y. A. (2016). Research methods for social workers: An
introduction (11
th
ed.). Kalamazoo, MI: Pair Bond Publications.
Marlow, C. R. with Boone, S. (2010). Research methods for generalist social work (5
th
ed.).
Belmont, CA: Brooks/Cole Cengage Learning
Royce, D. (2010). Research methods in social work (6
th
ed.). Belmont, CA: Brooks/Cole
Cengage Learning
Rubin, A. and Babbie, E. (2015). Essential research methods for social work (4
th
ed.). Boston,
MA: Cengage Learning
Rubin, A. and Babbie, E. (2016). Research methods for social work (9
th
ed.). Belmont, CA:
Brooks/Cole.
Yegidis, B. L. and Weinbach, R. W. and Myers, L. L. (2018). Research methods for social
workers (8
th
ed, Kindle ed.). New York, NY: Pearson Publications
SWK 5200 Social Work in a Diverse Community Test Content Outline
A. Culturally Competent Practice
○ The History of the Cultural Competence Movement
Page 54 of 63
○ The Context for Cultural Competence
○ Current Definitions and Criticisms: The Building Blocks of Cultural
Competence
○ The Levels and Dimensions of Cultural Competence
○ The Ethical Standards of Cultural Competence
○ Personal Beliefs and Aspirations About Cultural Competence
B. Social Context
○ The Meaning of Social Context
C. Human Rights and Social and Economic Justice
○ Definitions of Social and Economic Justice and Injustice
○ Social Justice Theory
○ Human Rights
○ Social Justice and Oppression
○ Empowerment as a Change Strategy
○ Social and Economic Justice Values and Principles: Guides for Actions
D. A Cultural Competence Framework
○ Definition and Characteristics of a Framework
○ Social Work Cultural Competencies: Generalist and Advanced
E. Cultural Awareness
○ Definition of Cultural Awareness
○ Practical Steps to Increase Cultural Awareness
F. Knowledge Acquisition
○ Critical Thinking and Emerging Theories
○ Historically Oppressed Groups
G. Skill Development
○ Process Skills
○ Conceptualization Skills
○ Personalization skills
○ Skill Clusters
○ Culturally Diverse Service Delivery
○ Agency Linkage, Design, and Implementation
○ Research on Skill Development
H. Cultural Competence with First Nations Peoples
○ Demographics
○ Cultural Competence
○ Historical Oppression and Current Social Issues
○ Values and Ethical Dilemmas
○ Cultural Awareness
○ Knowledge Acquisition
○ Skill Development
○ Social and Economic Justice Resolution
I. Cultural Competence with European Americans
○ Cultural Competence with European Americans
○ Consequences of Diversity
○ Race
○ Dismantling White Privilege
○ Cultural Context Model
○ Institute for Family Services
J. Cultural Competence with African Americans
Page 55 of 63
○ Cultural Competence with African Americans
○ Demographics
○ African American Historical and Current Oppression
○ Cultural Awareness
○ Knowledge Acquisition
○ Skill Development
○ Social and Economic Justice
K. Cultural Competence with Latino Americans
○ Demographics and Group Diversity
○ Cultural Competence
○ Historical Oppression and Current Social Issues
○ Values and Ethical Dilemmas
○ Cultural Awareness
○ Knowledge Acquisition
○ Skill Development
○ Social and Economic Justice Resolution
L. Cultural Competence with Asian Americans
○ Group Diversity
○ Cultural Competence
○ Historical Oppression and Current Social Issues
○ Values and Ethical Dilemmas
○ Cultural Awareness
○ Knowledge Acquisition
○ Skill Development
○ Social and Economic Justice Resolution
M. Cultural Competence with Muslim Americans
○ Group Diversity
○ Help-seeking Behaviors
○ Tenets of Islam
○ Historical Oppression and Current Social Issues
○ Values and Ethical Dilemmas
○ Cultural Awareness
○ Knowledge Acquisition
○ Skill Development
○ Social and Economic Justice Resolution
N. Cultural Competence with Women
○ Economics and Race; Globalization and Environmental Change
○ Poor People as Producers and Consumers
○ Current U. S. Economic Culture
○ Women’s Roles in the Campesino Movement
○ Campesino a Campesino: A Model for Socio-Cultural Social Work
O. Cultural Competence with Gay, Lesbian, Bisexual and Transgender Persons
○ Terms
○ Demographics
○ Cultural Competency
○ Gay/Lesbian Life and Culture
○ Transgender Life and Culture
○ Bisexual Life and Culture
○ Historical Perspectives and Current Issues
Page 56 of 63
○ Current Societal Issues Confronting Sexual Minorities
○ Ethical Dilemmas
○ Cultural Awareness & Knowledge Acquisition
○ Skill Development
○ Social and Economic Justice
P. Cultural Competence with Disabled Persons
○ Definition and Demographics of Disability
○ Cultural Competence
○ Ethnic and Disability Values and Culture
○ Historical Oppression and Current Social Issues
○ Values and Ethical Dilemmas
○ Cultural Awareness
○ Knowledge Acquisition
○ Skill Development
○ Social and Economic Justice Resolution
Q. Cultural Competence with the Older Adult
○ Demographics of the Older Adult
○ Cultural Competence with Older Adults
○ Historical Oppression and Current Social Issue
○ Values and Ethical Dilemmas
○ Cultural Awareness
○ Knowledge Acquisition
○ Skill Development
○ Social and Economic Justice Resolution
R. Reflections on Culturally Competent Practice
○ Operationalization of the Definition
○ Outcome Measurement
○ Client Competence and Proficiency
○ Cultural Competence Research
○ Cultural Competence and the Core Competencies
○ Cultural Competence and Evidence-Based Practice
○ Cultural Competence Publications
○ Cultural Competence Best Practices
○ Cultural Competence and Interdisciplinary Studies
○ Cultural Competence Research and Training Center
○ Cultural Competence Center for Children and Families
Suggested Reading List for SWK 5200 Test
Allen-Meares, P., & Burman, S. (1995). The endangerment of African American men: An appeal
for social work action. Social Work, 40 (2), 268-275.
American Psychological Association. (2001). Publication manual of the American psychological
association (5
th
ed.). Washington, DC.
Barker, R.L. (1999). The social work dictionary. Washington, DC: NASW.
Black, B., Oles, T. P., & Moore, L. (1998). The relationship between attitudes: Homophobia and
sexism among social work students. Affilia: Journal of Women and Social Work, 13 (2),
166-189.
Browne, C. V. (1995). Empowerment in social work practice with older women. Social Work,
Page 57 of 63
40(3), 358-364.
Brzuzy, S. (2000). The vulnerability of American Indian women in the new welfare state. Affilia:
Journal of Women and Social Work, 15 (2), 193-203.
Burnette, D. (1999). Custodial grandparents in Latino Families: Patterns of service use and
predictors of unmet needs. Social Work, 44, 22-34.
Cohen, E. D. (1990). Confidentiality, counseling, and clients who have AIDS: Ethical
foundations of a model rule. Journal of Counseling and Development, 68 (3), 282-286.
Dupey, J., Johnson, C., & Hayes, G. P. (1986). Dictionary of military terms.
Edwards, R. L., & Hopps, J. G. (Eds.) Encyclopedia of social work. Washington, DC: NASW.
Ewalt, P. L. (1995). Self-determination from a Pacific perspective. Social Work, 40 (2),
168-175. Francke, L. B. (1997). Ground zero: The gender war in the military. New York:
Simon & Schuster.
Frederiksen, K. I. (1999). Family caregiving responsibilities among lesbians and gay men. Social
Work, 44, 142-155.
Fukuyama, M. A. (1999). Personal narrative: Growing up biracial. Journal of Counseling and
Development, 77 (1), 12-14.
Ginsberg, L. (1995). Social work almanac. Washington, DC: NASW.
Graham, M. J. (1999). The African-centered worldview. Journal of Black Studies, 30 (1), 103-
122.
Guttman, S. (2000). The kinder, gentler military: Can our gender neutral fighting force still win
wars? New York: Scribner.
Haight, W. L. (1998). Gathering the spirit of First Baptist Church: Spirituality as a protective factor
in the lives of African American children. Social Work, 43, 213-221.
Kaslow, F. W., & Ridenour, R. I. (Eds.). (1984). The military family: Dynamics and treatment.
New York: The Guilford Press.
Keigler, S., Fortune, A., & Witkin, S. (2000). Aging and social work: The changing landscapes.
Washington, DC: NASW.
Lum, D. (2011). Culturally competent practice: A framework for understanding diverse groups
and justice issues. Belmont, CA: Cengage Learning.
Lusk, M. W., & Mayadas, N. S. (1997). Should social work celebrate unity or diversity? Journal of
Social Work Education, 33, 235-237.
Lynch, R. S., & Mitchell, J. (1995). Justice system advocacy: A must for NASW and the social
work community. Social Work, 40 (1), 9-12.
Mallon, G. P. (ed.). Foundations of social work practice with lesbian and gay persons. NY: Sage.
Martinez-Brawley, E. (2000). Close to home: Human services and the small community.
Washington, DC: NASW.
McInnis-Ditrich, M. K (1994). Integrating social welfare policy and social work practice.
Pacific Grove, CA: Brooks/Cole.
McMahon, A., & Allen-Meares, P. (1992). Is social work racist? Social Work, 37 (6), 533-559.
NASW speaks (5
th
ed.). Washington, DC: NASW.
Neisler, O. J. (1999). Learning standards, black teachers, and multicultural education:
Overcoming racism and classism in education. Educational Policy, 13 (2). 318-328.
Qzawa, M.N. (1999). The economic well-being of elderly people and children in a changing
society. Social Work, 44, 9-19.
Peled, E., Eisikovits, Z., Enosh, G., & Winstok, Z. (2000). Choice and empowerment for
battered women who stay: Toward a constructivist model. Social Work, 45, 9-25.
Pointdexter, C.C. (1997). Sociopolitical antecedents to stonewall: Analysis of the origins of the
gay rights movement in the United States. Social Work, 42, 607-615.
Ragg, D.M. (2001). Building effective helping skills: The foundation of generalist practice.
Page 58 of 63
Boston: Allyn & Bacon.
Samuda, R. (1999). Advances in cross-cultural assessment. NY: Sage.
Schiele, J. H. (1997). The contour and meaning of Afrocentric social work. Journal of Black
Studies, 27 (6), 800-819.
Scott, W. J., & Stanley, S. C. (Eds.). (1994). Gays and lesbians in the military. New York: Aldine
de Gruyter.
Shilts, R. (1994). Conduct unbecoming: Gays and lesbians in the military. New York: Faucette
Columbine.
Siebert, D. C., Mutran, E. J., & Reitzes, D. C. (1999). Friendship and social support: The
importance of role identity to aging adults. Social Work, 44, 522-533.
Spickard, P. R., & Fong, R. (1995). Undermining the very basis of racism. Social Work, 40 (5),
581-584.
Sullivan, N., Steinhouse, K., & Gelfand, B. (2000). Challenges for social work students: Skills,
knowledge, and values for social and personal change. Washington, DC: NASW.
Takamura, J. C.(1999). Getting ready for the 21
st
century: The aging of America and the
older Americans act. Health and Social Work, 24 (3), 232-238.
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Appendix D
Student Academic and Non-Academic Review Conference
1. Purpose
A Student Academic Review Conference (SARC) is held when concerns arise pertaining to the
academic or professional performance of individual students as outlined in the Non-Academic
Performance Standards (Student/Field Handbook). It provides the student with an opportunity to
be heard by an Academic Review Faculty Committee (ARFC). It also allows the ARFC the
opportunity to seek clarifications from the student in regard to the concern and examine the
student’s intent in rectifying his/her academic/professional performance issues. ARFC is
charged with the task of making recommendations to the Chair/Program Director presented at
the conference.
2. Conditions that Initiate a Student Academic Review Conference
Academic progress toward the Bachelor of Social Work degree or Master of Social Work degree
is reviewed each semester for all students. A Student Academic Review Conference may occur
for any of the following reasons:
1. Substandard academic performance in the Bachelor of Social Work degree program: a
grade point average that falls below 2.5 after admission to the program.
2. Substandard academic performance in the Master of Social Work degree program: a
grade point average that falls below 3.0 after completion of 6 or more credits.
3. Alleged violation of the Code of Ethics of the National Association of Social Workers by
report from the field instructor, faculty liaison, advisor, faculty member, academic
advisor, or peer; and/or.
4. Alleged violation of the UNC Pembroke Student Code of Conduct and UNC Pembroke
Academic Honor Code by report from the field supervisor/task instructor, faculty liaison,
academic advisor, faculty member, or peer; and/or (see #11 below for adjudication of
these alleged violations)
5. Alleged failure to demonstrate the capacity to engage in appropriate professional social
work roles by report from the field supervisor/task instructor, faculty liaison, academic
advisor, faculty member, or peer.
3. Possible Recommendations
Possible recommendations may include:
1. Continuation in the program in good standing without remedial action; no action plan
initiated.
2. Continuation in the program in good standing contingent upon successful completion of
remedial action; action plan initiated.
3. Referral to the Student Conduct Office/Graduate Office with recommendations from the
program.
4. Procedures for Convening a Student Academic/Non-Academic Review Conference
Students, academic advisors, field supervisor/task instructor, field liaisons, or other members of
the full-time or part-time social work faculty may request, in writing, that the Department Chair
initiate a Student Academic Review Conference (SARC) process. The statement shall set forth
the reasons for the request, describe the general nature of the problem in sufficient detail for the
understanding of the Department Chair and conference members, and list any specific
questions to be addressed by the Academic Review Faculty Committee (ARFC). A SARC may
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be held at any time during the semester. If a SARC is necessary at the end of a semester,
persons requesting the review should notify the Department Chair as early as possible so that
the review can occur before the next semester begins. If a decision is made to hold a SARC, the
Department Chair will notify the student by the UNCP email system and/or return-receipt-
requested certified mail detailing the student’s rights and responsibilities (see section 9).
5. Committee Membership
In the Department Chair's notification, the student will be requested to provide a list of up to five
full-time faculty members, preferably those with whom the student has studied. When provided,
the Department Chair will appoint an Academic Review Faculty Committee (ARFC), drawing
upon the student’s nominations when available, appointing a chair and two other faculty
members. If no response is received from the student within five business days after the date of
the Department Chair’s notification, the Department Chair will appoint an ARFC without student
input. At this time, the Departmental Chair will set a date and time for the Student Academic
Review Conference (SARC). Should an unavoidable emergency keep the student from
attending the scheduled SARC, the student should notify the Department Chair immediately.
The student’s academic advisor is not eligible to serve on the ARFC due to a potential for
conflict of interest. Any other potential conflicts of interest are to be reported to the Department
Chair by faculty or staff appointed to the ARFC. Additional participants may be invited by the
chair of the ARFC to provide additional testimony, including other faculty, field supervisors, or
other students.
6. Responsibilities of the Academic Review Faculty Committee Chair
The chair of the Academic Review Faculty Committee (ARFC) is responsible for:
● Distributing preliminary documentation to the ARFC members prior to the Student
Academic Review Conference (SARC); to include the initial statement requesting the
review and any supporting documentation.
● Conducting meetings in an orderly and professional manner.
● Ensuring that all available information concerning the student's academic and
professional performance is gathered and available for evaluation by the ARFC;
including the invitation of any relevant additional participants (see section 5).
● Ensuring the preparation and distribution of committee meeting minutes.
● Preparing and forwarding the recommendations and any action plan in writing to the
Department Chair.
7. Responsibilities of the Academic Review Faculty Committee Members
Academic Review Faculty Committee (ARFC) members are responsible for:
● Thoroughly reviewing preliminary documentation prior to the Student Academic Review
Conference (SARC).
● Attending the scheduled SARC as established.
● Contributing to the conference; to include but not limited to assisting in the gathering of
information concerning the student’s academic and professional performance,
contributing to evaluation of information concerning the student’s academic and
professional performance, contributing to possible resolutions and action plans, and
exercising individual voting rights and responsibilities.
8. Conference Process: Meeting, Vote, and Report
A Student Academic Review Conference (SARC) is to be held within the same semester that a
student concern is initiated. The Department Chair will set a date and time for the Student
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Academic Review Conference (SARC) and will notify the appointed chair. An alternative
conference date and time will be set only if a conflict of a serious nature exists for the student
and if the student communicates this to the conference chair within two (2) weeks of the
originally established conference date.
The student will be allowed up to 30 minutes to provide information about the concern and then
he/she may answer any questions that the Academic Review Faculty Committee (ARFC) may
have. At this time the student may request that their written statement be included with the
recommendation and action plan forwarded to the Departmental Chair. Other invited members,
as defined in section 9, will each be allowed 30 minutes of time to present an oral and/or written
report. The conference will then allow adequate time, as determined by the conference
members, for review of any remaining documentation.
ARFC members will hold a vote to send the recommendation ruled by the majority to be
provided to the Departmental Chair. The ARFC report shall include a summary of all alternative
solutions proposed during its deliberations as well as the recommendations of the majority. Any
action plan steps are to be outlined. Upon receipt of the ARFC recommendations, it shall be the
responsibility of the Department Chair to notify the student and the ARFC of the Department
Chair’s decision regarding the conference's recommended course of action. The notification
shall be by the UNC Pembroke email system and/or return-receipt-requested certified mail.
9. Student Rights and Responsibilities
1. A student has the right and responsibility to provide the Department Chair with a list of
up to five full-time or adjunct faculty members, preferably those with whom the student
has studied. Of the submitted faculty members, two will be included, as available, in the
Academic Review Faculty Committee (ARFC).
2. A student has the right to ask other witnesses (faculty, student) who have relevant
testimony to attend the SARC. Witnesses will not be allowed to observe the SARC
proceedings but will be provided time to present relevant testimony to the ARFC.
3. The student has the right and responsibility to appear in person at the SARC and be
heard by the ARFC.
4. A student has the right to present to the conference written and oral statements
describing his or her own perspective about the matters under review and may make
recommendations for resolution of the issues being considered by the ARFC.
5. At the student's request a copy of the student's written statement shall be attached to the
ARFC's report to the Department Chair.
6. A student who believes that a fair remedy has been denied may appeal the decision by
requesting a meeting with the Department Chair and, if still dissatisfied, may further
appeal to the Dean, College of Arts and Sciences.
7. A student who believes that a fair remedy has been denied through the departmental
policy and review process may choose to initiate and follow a formal grievance process
in accordance with the student grievance policy of the University of North Carolina at
Pembroke.
8. Because of the sensitive nature of the matters reviewed through the Student Academic
Review Conference (SARC), all parties involved are expected to keep the proceedings
and outcome confidential, except to the extent that ARFC actions require notification of
other parties.
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10. Dismissal from the Program
Among the recommendations available to the Academic Review Faculty Committee (ARFC), the
ARFC may recommend dismissal from the BSW or MSW program. Students who fail to comply
with the recommendations and related action plan, as decided by the Department Chair, may be
recommended dismissal from the Bachelor of Social Work or Master of Social Work programs.
11. Student Conduct Violations All Student conduct Violations will be adjudicated as outlined
in the UNCP Student Code of Conduct found in the UNCP student handbook
.
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Appendix E
School Social Work Licensure Requirements
UNCP Department of Social Work
School Social Work Licensure
Students who are currently enrolled in the BSW or MSW programs and social work
professionals who have already completed a CSWE approved BSW or MSW program and are
currently employed in a NC Public Schools setting have the option to complete a 6-hour
specialty in School Social Work. Successful completion of all requirements can result in
recommendation to the NC Department of Public Instruction for school social work licensure.
Coursework Requirements:
Plan of Study for School Social Work (MSW)
Coursework is to be completed prior to or in conjunction with the field practicum or
employment experience. Students must earn a grade of C or better in all courses.
SED 5120 Advanced Studies of Exceptional Child (3hr)
SWK 5730 Advanced Practice in School Social Work (3hr)
SWK 5500 Concentration Practicum I and Seminar
SWK 5800 Concentration Practicum II and Seminar
(post-MSW practitioners should complete one year of employment in a NC Public School
under the supervision of a school social worker licensed in NC at the MSW (M) level of
licensure)
Upon completion of all requirements, students should submit the following documentation to the
School Social Work Coordinator:
1. Official transcript indicating completion of all required coursework with a grade of C or
higher
2. Documentation of a satisfactory final field evaluation, or for professionals seeking school
social work licensure who already hold a Bachelor or Master of Social Work degree, one
year of employment in a school setting may be documented on signed letterhead by the
employing district’s human resources office in lieu of the 400-hour field practicum
requirement. (All experience must be completed in a NC Public School under the
supervision of a school social worker licensed in NC at the respective level of licensure
sought by the candidate)
3. A final evaluation using the School Social Work evaluation instrument completed in
partnership with the field instructor and/or principal.
The School Social Work Program Coordinator will evaluate the documentation then submit
written notification of approval/ disapproval to the student and UNCP School of Education
Licensure Specialist and/or NC Department of Public Instruction.
