1.2 Schools shall include social work values and ethics throughout the curriculum, including the field practice component. More specifically, schools are expected to promote a professional commitment to optimize the dignity and potential of all people. To this end, schools are expected to provide education enabling professional action to remove obstacles to human and social development and to challenge oppression.
1.3 Within this context of social work values, schools shall specify particular objectives and deliver programmes of study consistent with these objectives. Full-time and part-time programmes are viewed as acceptable arrangements.
1.4 Schools shall review and identify their existing and emerging constituencies, and in consultation with these constituencies and with the consumers of social work services, adopt and revise a mission statement, educational approaches, programmes of study and admission procedures responsive to the needs of those constituencies.
1.5 Notwithstanding the specificity of 1.4, and with due regard to the mobility and diversity of Canadian society, all social work students shall be prepared with a transferable analysis of the multiple and intersecting bases of oppression.
1.6 All schools shall make effective progress towards the goals stated in Appendix E of the Board of Accreditation Manual, Recommended Revision to CASSW Education Policy Statements Regarding Multicultural/Multiracial Social Work Education, in faculty self-awareness and education, curriculum, administration, faculty selection and student admission and in external relationships, given the realities of specific schools.
1.7 All schools shall make effective progress towards the goals stated in Appendix D, of the Board of Accreditation Manual, Procedures And Guidelines For Review Processes, section D, Additional Guidelines Regarding Women’s Issues, Sexual Harassment, and Aboriginal Peoples in faculty self-awareness and education, curriculum, administration, faculty selection and student admission and in external relationships.
1.8 Each school's curriculum shall provide evidence of the ongoing identification and critical analysis of contemporary and emerging social issues, for example HIV/AIDS.
1.9 Schools shall have sufficient financial resources, personnel and practicum resources to carry out their mission and to meet CASSW standards. This may imply refocusing programme activities in order to maintain programme quality. Faculty hiring and other resource priorities should be congruent with the school's mission statement.
1.10 The school shall provide for equality of treatment in the admission of its students and promotion and placement policies. Not to limit the generality of the foregoing, discrimination on grounds of political orientation, religious beliefs, gender, sexual orientation, age, marital status, racial, ethnic or linguistic origin, physical ability and socio-economic status is prohibited. Preferences on any of these bases shall be accepted where clearly stated and where clearly relevant to the mission of the school.
1.11 Schools shall have clear and published policies with regard to transfer credit between schools and between college programmes and schools of social work, within the context of general university regulations.
2.2 A graduate of social work at the first university level will be broadly educated, be prepared for general practice and have sufficient competence for an entry level social work position.
2.3 Competence is evidenced by an ability to arrive at professional judgements and actions, based on an integration of theory and practice within the context of professional values and the relevant social work code of ethics.
3.2 Consistent with each school's identified constituency and statement of mission, the programme of studies should be organized in accordance with each school's educational intent, its students' educational needs, and other requirements. The process and experience of social work education shall be consistent with the curriculum content.
3.3 The programme should provide for the evaluation of students' achievements in respect to both academic work and professional practice competence. The academic demands and expectations should be comparable to those applied in honours programmes.
3.4 The programme should ensure educational preparation in:
3.4.1 the humanities and relevant behavioural and social sciences, including knowledge base related to human development and human behaviour in the social environment;3.5 The programme of studies shall include a field education component as part of the core curriculum which is required of all students and which provides them the opportunity for supervised social work practice experience. Schools shall demonstrate effective progress towards the Standards for the Field Education Component of Programmes of Social Work Education in Appendix F of the Board of Accreditation Manual.3.4.2 a critical analysis of social work and social welfare history and social policy as socially constructed institutions; and their implications for social work practice;
3.4.3 transferable analysis of the multiple and intersecting bases of oppression, and related practice skills;
3.4.4 the development of intellectual skills and scholarly attitudes of curiosity, open-mindedness, reasoning;
3.4.5 practice skills required to analyze situations, to establish accountable relationships and to intervene appropriately with clients and related systems and to evaluate one's social work interventions;
3.4.6 systemic inquiry into and critical evaluation of the multiple theoretical and conceptual bases of social work practice (such as feminist, structural, traditional and culture specific theories) and their application in professional practice;
3.4.7 the appreciation of social work purposes, practices and ethics and the development of social work values and professional judgement;
3.4.8 commitment to continued learning and ongoing professional development.
3.5.1 The field education component shall reflect the school's mission, provide that the student carry direct responsibilities in practice situations, include both educational instruction and field practice teaching and provide for evaluation of professional development and practice performance.3.6 Part-time studies are an appropriate approach to social work education at the first university level. Schools are encouraged to increase the accessibility of their programmes to a range of students through part time, decentralized and distance offerings and other accommodations including but not limited to internet access and inter-library loan) that improve accessibility without compromising quality. Part time, distance and decentralized programmes:3.5.2 Appropriate resources shall be made available to the field education component of the programme to ensure that the educational purpose is achieved.
3.5.3 The administration arrangements between the schools and the field practice components settings should ensure that the educational purpose of the field practice component is primary.
3.5.4 The field education component of programmes shall provide opportunities for analysis of the dynamics and consequences of oppression as these relate to populations at risk, particularly those relevant to the programme's mission or geographical location, and for competent practice deriving from that analysis.
3.5.5 The field education component shall include development, implementation and evaluation of field instructor education.
3.5.6 Schools must ensure that the educational purpose is primary in their implementation of field education components.
3.6.1 may be offered in conjunction with traditional full-time programmes or take the form of independently designed programmes, but3.7 Within the policies and standards of the parent university, the schools shall provide for and encourage student participation in the continued development of its objectives and in the governance of its programme. Provision shall be made to enable participation by students who are participating in other than full time on campus programmes (ie. part time, distance students).3.6.2 must achieve the same standards of academic proficiency and professional competence as full-time or on-campus programmes, and.
3.6.3 shall provide students with equivalent access to educational resources and appropriate instructional support, and practicum opportunities.
3.8 Schools shall state clearly their admissions requirements, including any equity provisions consistent with the school's mission and identified constituencies.
3.9 The performance of professional responsibilities of social work students shall be in accordance with the relevant social work code of ethics, with particular emphasis on professional responsibilities towards vulnerable or disadvantaged groups.
3.9.1 Schools shall prepare students to monitor and evaluate their own behaviour in relation to the relevant code of ethics.3.9.2 Schools shall also have published policies and procedures providing for the termination of those social work students found to be engaging in behaviour contrary to the relevant social work of Ethics, and who are therefore judged to be unsuitable for the profession of social work.
3.9.3 Such procedures shall be consistent with relevant human rights legislation, with the mission of CASSW, and with the mission of the school concerned.
4.2 A graduate of a second level professional social work degree programme will have sufficient competence to perform in a social work position beyond the entry level.
4.3 In addition to the requirement of graduates of first level programmes, those graduating from second level programmes shall have demonstrated the ability to critically analyze, use, evaluate and develop theory in relation to complex practice problems, in the context of social work values and ethics.
4.4 Students without a first level social work degree shall have a programme of sufficient design and duration to permit them to reach the requirements of 4.3.
5.2 Studies at the second university level may be specialized and should be focused, placing deliberate emphasis on the relationships among the social and political context, social work problems, interventive approaches and their evaluation, and social services systems;
5.3 The programme of studies shall be designed to permit, within sound educational boundaries, flexibility in terms of the individual student's educational needs and educational interests.
5.4 There shall be provision for the evaluation of students' performance with respect to the requirements of their programmes of studies.
5.5 The programme of studies shall be designed to:
5.5.1 develop an appreciation of the role of scholarship in the development of social work knowledge.5.6 Those programmes which require an accredited first level social work degree as a qualification of admission may require a field education component. Other programmes shall require a field education component of all students. Schools shall demonstrate effective progress towards the Standards for the Field Education Component of Programmes of Social Work Education in Appendix F of the Board of Accreditation Manual.5.5.2 ensure a mastery of the knowledge most appropriate to the student's area of study;
5.5.3 develop attitudes of, and skills in, critical analysis of the assumptions and implications of current social work goals, theories and interventive approaches in the context of a diverse Canadian society with multiple and intersecting bases of oppression.
5.5.4 ensure involvement of the student in research consonant with the professional and educational emphases of the student's particular programme;
5.5.5 provide opportunities for creative and innovative approaches and contributions to scholarship and professional practice.
5.5.6 encourage commitment to continued learning.
5.6.1 The field education component shall reflect the school's mission and the student's learning needs. While the form of field education components will vary widely in accordance with the individualized and specialized programmes available, there should be common characteristics in that:5.7 Part-time studies are an appropriate approach to social work education at the second university level. Schools are encouraged to increase the accessibility of their programmes to a range of students through part time, decentralized and distance offerings and other accommodations (including but not limited to internet access and interlibrary loan) that improve accessibility without compromising quality. Part time, distance and decentralized programmes:students can apply critical analysis to their practice settings and develop, implement and evaluate intervention guided by that analysis.
(a) placements shall demand a deepening of professional competence and analytical skills, and of professional judgement such that the student can contribute to the knowledge and skill base of the profession;
(b) they shall provide for the evaluation of the student's professional competence.
5.6.2 Appropriate resources shall be made available to ensure that the educational purpose of the field practice component is achieved.
5.6.3 Schools must ensure that the educational purpose is primary in their implementation of field education components.
5.7.1 may be offered in conjunction with traditional full-time programmes or take the form of independently designed programmes, but5.8 Schools shall state clearly their admission requirements and any equity provisions consistent with the school's mission and identified constituencies.5.7.2 must achieve the same standards of academic proficiency and professional competence as full-time or on-campus programmes, and
5.7.3 shall provide students with equivalent access to educational resources and appropriate instructional support and field practicum opportunities.
5.9 The performance of professional responsibilities of social work students at the second university level shall be in accordance with the relevant social work code of ethics, with particular emphasis on professional responsibilities towards vulnerable or disadvantaged groups.
5.9.1 Schools shall prepare students to monitor and evaluate their own behaviour in relation to the Code of Ethics.5.10 In accordance with its stated educational intent and student learning needs, a school may develop criteria and procedures whereby advanced standing may be granted.5.9.2 Schools shall also have published policies and procedures providing for the termination of those social work students found to be engaging in behaviour contrary to the relevant social work code of ethics, and who are therefore judged to be unsuitable for the profession of social work.
5.9.3 Such procedures shall be consistent with relevant human right legislation, with the mission of CASSW, and with the mission of the school concerned.
7.2 Schools shall have published policies prohibiting harassment and the abuse of power, and shall have procedures for handling associated complaints.
7.3 Notwithstanding a school's commitment to its mission, schools shall encourage dissent and defend academic freedom.
7.4 Schools shall provide support for faculty and professional staff development and scholarship, particularly in areas of emerging awareness and new knowledge, and taking into consideration the varying needs of the programme and these individuals.
7.5 The administrative structures and procedures of schools shall adhere to democratic principles and respect due process.
7.6 Faculty and professional staff hiring, tenure and promotion criteria shall be clearly laid out, shall be non-discriminatory, may contain equity provisions, shall include peer review, and shall be consistent with the relevant social work code of ethics and the CASSW Mission Statement (1994).
7.7 The process of establishing the criteria for faculty and professional staff hiring, tenure and promotion criteria shall involve consultation with constituencies relevant to the mission of the school.
7.8 Research conducted by social work faculty, professional staff and students, or under the supervision of social work faculty, shall meet university standards in protection of human subjects.
8.2 Aboriginal Communities affected by the programme shall have an opportunity to participate in the planning and ongoing evaluation of the programme.
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