Social Work/International Affairs (BSW/MA)
The growing interconnectedness of the world’s almost 200 countries, termed globalization, and the rising impacts of foreign affairs on our daily lives increasingly require individuals with advanced knowledge of International Affairs. The Accelerated BA/MA in Social Work and International Affairs allows students to explore global problems and interactions from an interdisciplinary perspective that makes use of eight Arts and Sciences academic departments and four additional colleges. Students will have the flexibility to tailor their program to fit their individual interests. Students can fulfill a capstone experience by participating in an internship, taking a study abroad class, writing a paper for publication, or writing a master’s thesis.
Loyola University Chicago and the City of Chicago together serve as the ideal location for an MA in International Affairs: Loyola embodies a long commitment to interdisciplinary education; and Chicago is consistently ranked as one of the top ten global cities in the world. The program offers a unique urban setting for students interested in the advanced study of International Affairs.
The majority of full-time students are expected to finish the program in 5 years, as opposed to the six years if both programs are pursued separately. Undergraduate students from participating programs at Loyola will be able to pursue an accelerated BSW/MA in Social Work and International Affairs.
Students will also be able to take graduate courses in the School of Communication, the School of Education (International Education), the School of Law, Parkinson School of Health Sciences and Public Health, Quinlan School of Business, and the School of Social Work.
CURRICULUM
| Code | Title | Hours |
|---|---|---|
| BSW Requirements | ||
| Required Courses | ||
| SOWK 200 | Introduction to Social Work | 3 |
| SOWK 301 | Practice Skills with Individuals and Families | 3 |
| SOWK 302 | Integrated Micro/Mezzo/Macro Theory and Practice | 3 |
| SOWK 303 | Group Work Practice in Social Work: Micro/Mezzo/Macro | 3 |
| SOWK 305 | Life Span Development, Human Behavior, Trauma, & Theory | 3 |
| SOWK 307 | Social Work Policy and Community Intervention | 3 |
| SOWK 330 | Internship I and Simulated Experience | 3.5 |
| SOWK 340 | Internship II and Simulated Experience | 3.5 |
| SOWK 350 | Preparation for Practice | 3 |
| SOWK 362 | Integrative Seminar | 1 |
| SOWK 370 | Power, Oppression, Privilege, and Social Justice | 3 |
| SOWK 380 | Assessment of Client Concerns in Context | 3 |
| SOWK 390 | Research and Evaluation in Social Work Practice | 3 |
| Social Science Courses | 15 | |
| General Psychology | ||
| Society in a Global Age | ||
9 Credits of Social Science electives 1 | ||
| International Affairs MA Requirements | ||
| Required Courses | ||
| Core | ||
| INTA 475 | Political Analysis I | 3 |
| INTA 420 | Comparative Political Systems | 3 |
| INTA 430 | Theories of International Politics | 3 |
| Capstone Experience | 3 | |
| Select one of the following: | ||
| Fieldwork in PLSC-Internship | ||
| Directed Readings | ||
| Master's Study | ||
| Electives | ||
| In addition to the four core classes, students will take an additional six elective courses, with no more than three offered by a single department in the College of Arts and Sciences or another School at Loyola. The core INTA courses in Political Science do not count toward this three-course total, and thus a student may take three Political Science courses in addition to the three core (required) courses. | 18 | |
| Total Hours | 74 | |
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Social science electives can be drawn from multiple LUC majors and are approved by the BSW program.
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At least two Graduate-level International Affairs courses must be taken Senior Year. These courses can count as major electives or general electives. These courses double-count for International Affairs MA requirements.
List of MA Elective Courses
The participating programs that will contribute classes include: Global Studies, History, Philosophy, Political Science, Psychology, Sociology, and Theology, Criminal Justice & Criminology, as well as the Schools of Communication, Education, Business, Law, Health Sciences and Public Health, and Social Work.
Please note that the courses listed might not be offered every year and new courses may be added to this list. Students should talk with the Graduate Program Director if they want to take a course that is not on the list of elective courses to see whether the course can serve as an elective.
College of Arts and Sciences
| Code | Title | Hours |
|---|---|---|
| Criminal Justice and Criminology Department | ||
| CJC 416 | International Criminal Justice | 3 |
| Methods Courses | ||
| CJC 403 | Research Methods and Program Evaluation | 3 |
| CJC 404 | Applied Data Analysis and Interpretation | 4 |
| History Department | ||
| HIST 441 | Women's & Gender History: Europe | 3 |
| HIST 459 | Environmental History | 3 |
| HIST 464 | Transnational Urban History | 3 |
| Methods Courses | ||
| HIST 483 | Oral History: Method and Practice | 3 |
| Modern Languages and Literatures Department | ||
| Language Research Tool: Although there is no language requirement, students interested in honing their foreign language skills will have the option of taking a 400-level language course (i.e., a course beyond 101, 102, 103, and 104), and having that course count as one of the six elective courses. Current language possibilities offered at Loyola include Chinese, French, German, Italian, and Spanish. | ||
| MLL also offers graduate-level courses in Spanish as part of their master’s degree in Spanish. These courses are as follows and would be open only to interested students with advanced writing, speaking, and reading skills in Spanish. These courses are as follows: | ||
| SPAN 405 | Critical Methods (pan-Hispanic world) | 3 |
| SPAN 490 | Hispanic Culture & Civilization (Latin American film, with a focus on human rights) | 3 |
| Philosophy Department | ||
| PHIL 459 | Philosophy of Law | 3 |
| PHIL 463 | Virtue Ethics (includes non-Western philosophy) | 3 |
| PHIL TBD | Critical Race Theory (originally taught as a “special topics” course; is being turned into a permanent course) | |
| PHIL 480 | Social & Political Philosophy (focuses on global development on a regular basis) | 3 |
| Methods Courses | ||
| PHIL 400 | Philosophy Research Tools | 3 |
| Political Science Department | ||
| PLSC 421 | Democratic Political Systems | 3 |
| PLSC 422 | Authoritarian Political Systems | 3 |
| PLSC 431 | Formulation US Foreign Policy | 3 |
| PLSC 432 | Comparative Foreign Policy Analysis | 3 |
| PLSC 433 | International Organization | 3 |
| PLSC 435 | International Political Economics | 3 |
| PLSC 436 | International Conflict | 3 |
| Methods Courses | ||
| PLSC 401 | Intro to Research Design & Method | 3 |
| PLSC 476 | Political Analysis II | 3 |
| Psychology Department | ||
| PSYC 460 | Social Psychological Theory | 3 |
| PSYC 461 | Attitude and Attitude Change | 3 |
| PSYC 474 | Research in Group Dynamics | 3 |
| PSYC 484 | Prejudice and Intergroup Relations | 3 |
| Methods Courses | ||
| PSYC 486 | Methods of Program Evaluation | 3 |
| Sociology Department | ||
| SOCL 418 | Demography | 3 |
| SOCL 423 | Social Movements | 3 |
| SOCL 426 | Sociology of Gender | 3 |
| SOCL 441 | Sociology of Religion | 3 |
| SOCL 447 | Sociology of Culture | 3 |
| SOCL 461 | Race & Ethnicity | 3 |
| Methods Courses | ||
| SOCL 410 | Logic of Sociological Inquiry | 3 |
| SOCL 412 | Qualitative Methods in Social Research | 3 |
| SOCL 414 | Statistical Methods Analysis I | 3 |
| SOCL 415 | Statistical Methods of Analysis II | 3 |
| Theology Department | ||
| THEO 459 | Contemporary Theology | 1-12 |
| THEO 460 | Seminar in History of Theology | 1-12 |
| THEO 464 | Religion & Politics in Christian History | 3 |
| THEO 470 | Foundations Crititical Issues Theological Ethics | 1-12 |
| THEO 480 | Seminar in Christian Ethics | 1-12 |
School of Education (International Education)
| Code | Title | Hours |
|---|---|---|
| ELPS 405 | Introduction to Educational Policy Analysis | 3 |
| ELPS 448 | International Higher Education | 3 |
| ELPS 455 | Comparative Education | 3 |
| ELPS 540 | Seminar in the History of Education | 3 |
| ELPS 550 | Seminar on Globalization and Education | 3 |
| ELPS 555 | Seminar Comparative Education | 3 |
School of Communication
| Code | Title | Hours |
|---|---|---|
| COMM 401 | Foundations of Global Strategic Communication | 3 |
| COMM 402 | Organizational Leadership and Change Management | 3 |
| COMM 422 | Global and Multicultural Audiences and Stakeholders | 3 |
School of Social Work
| Code | Title | Hours |
|---|---|---|
| SOWK 502 | Power, Oppression, Privilege, and Social Justice | 3 |
| SOWK 654 | Global Social Work: Reflective Practice for Justice and Peace | 3 |
| SOWK 730 | Immigration Dynamics and U.S. Social Policy | 3 |
| SOWK 731 | Social Work Practice with Refugees and Immigrants | 3 |
| SOWK 732 | Migration, Social Justice, and Human Rights | 3 |
| SOWK 733 | North American Migration Dynamics, Challenges & Opportunity | 1-3 |
School of Law
| Code | Title | Hours |
|---|---|---|
| LAW 176 | International Trade Law 1 | 1-3 |
| LAW 371 | International Business Trans 1 | 1-3 |
| LAW 372 | International Law and Practice | 3 |
| LAW 388 | Global Access to Medicine: A Patent Perspective | 3 |
| LAW 459 | Intro to English Legal Profession | 1 |
| LAW 568 | European Union Law 1 | 1-3 |
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Explanatory note about 1, 2, 3, and variable credit hour courses from the School of Law: “For the law courses showing a range of hours (e.g., 1-3 credit hours), students have the option to choose the number of credits for enrollment within the range. For students opting for the higher credits (i.e., enrollment in 3 credit hours rather than 1 credit hour would require additional assignments and/or an examination). If the MA students in these courses need to be enrolled in 3 credit hours, the following notation can be included with the course listing: ‘MA students must choose the 3 credit option for enrollment in this course’.” Please note that courses to be included in this MA program will require students choosing the 3-credit option.
School of Law - Classes Offered at the John Felice Rome Center
| Code | Title | Hours |
|---|---|---|
| PLAW 101 | Comparative and Ethical Lawyering for the Rule of Law | 3 |
| PLAW 102 | History, Theory and Practice of Rule of Law for Development | 3 |
| PLAW 103 | Theory and Practice of Assessments in Rule of Law Advising | 2 |
| PLAW 104 | International Development Architecture | 3 |
| PLAW 105 | Sustainable Development Through International Commerce and Investment | 2 |
| PLAW 106 | Design of Rule of Law Programs and Proposal Preparation | 2 |
| PLAW 107 | Rule of Law in Conflict Prevention and Peacebuilding | 2 |
| PLAW 108 | Legal Systems and Methods | 3 |
| PLAW 250 | Research and Writing on the Rule of Law | 3 |
| PLAW 907 | Rule of Law Project Management, Monitoring & Evaluation | 3 |
Parkinson School of Health Sciences and Public Health
| Code | Title | Hours |
|---|---|---|
| MPBH 400 | Determinants of Population Health | 3 |
| MPBH 414 | Introduction to Global Health | 3 |
| MPBH 417 | Global Maternal & Child Health | 3 |
| MPBH 422 | Population Health Planning & Management | 3 |
| MPBH 424 | Health Economics and Healthcare Financing | 3 |
| MPBH 432 | Health Impact Assessment | 3 |
Quinlan School of Business
| Code | Title | Hours |
|---|---|---|
| ECON 424 | International Business Economics | 3 |
| FINC 455 | International Financial Management | 3 |
| HRER 422 | Global HR Management | 3 |
| HRER 502 | Global Employment Relations | 3 |
| MARK 465 | International Marketing | 3 |
| MARK 461 | Research Methods in Marketing | 3 |
| MGMT 446 | International Business Ethics | 3 |
| SCMG 486 | Global Logistics | 3 |
Suggested Sequence of Courses
In order to provide optimal flexibility in the program, there is no required course sequence. However, students are expected to take two graduate-level courses in each semester of their senior year and a total of six graduate-level courses in their fifth year. There is no required course sequence, but we strongly suggest that students first take the required courses (PLSC 420, PLSC 430, and PLSC 475) whenever they are offered before taking elective courses.
Guidelines for Accelerated Bachelor’s/Master’s Programs
Terms
- Accelerated Bachelor’s/Master’s programs: In this type of program, students share limited credits between their undergraduate and graduate degrees to facilitate completion of both degrees.
- Shared credits: Graduate level credit hours taken during the undergraduate program and then applied towards graduate program requirements will be referred to as shared credits.
Admission Requirements
Accelerated Bachelor’s/Master’s programs are designed to enhance opportunities for advanced training for Loyola’s undergraduates. Admission to these programs must be competitive and will depend upon a positive review of credentials by the program’s admissions committee. Accordingly, the admission requirements for these programs may be higher than those required if the master’s degree were pursued entirely after the receipt of a bachelor’s degree. That is, programs may choose to have more stringent admissions requirements in addition to those minimal requirements below.
Requirements:
- Declared appropriate undergraduate major,
- By the time students begin taking graduate courses as an undergraduate, the student has completed approximately 90 credit hours, or the credit hours required in a program that is accredited by a specialty organization,1
- A minimum cumulative GPA for coursework at Loyola that is at or above the program-specific requirements, a minimum major GPA that is at or above the program-specific requirements, and/or appropriate designated coursework for evaluation of student readiness in their discipline.2
Students not eligible for the Accelerated Bachelor’s/Master’s program (e.g., students who have not declared the appropriate undergraduate major) may apply to the master’s program through the regular admissions process. Students enrolled in an Accelerated Bachelor’s/Master’s program who choose not to continue to the master’s degree program upon completion of the bachelor’s degree will face no consequences.3
Ideally, a student will apply for admission (or confirm interest in proceeding towards the graduate degree in opt-out programs) as they approach 90 credit hours. Programs are encouraged to begin advising students early in their major so that they are aware of the program and, if interested, can complete their bachelor’s degree requirements in a way that facilitates completion of the program. Once admitted as an undergraduate, Program Directors should ensure that students are enrolled using the plan code associated with the Accelerated Bachelor’s/Master’s program. Using the plan code associated with the Accelerated Bachelor’s/Master’s program will ensure that students may be easily identified as they move through the program. Students will not officially matriculate into the master’s degree program and be labeled as a graduate student by the university, with accompanying changes to tuition and Financial Aid (see below), until the undergraduate degree has been awarded. Once admitted to the graduate program, students must meet the academic standing requirements of their graduate program as they complete the program curriculum.
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Programs that have specialized accreditation will adhere to the admissions criteria provided by, or approved by, their specialized accreditors.
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The program will identify appropriate indicators of student readiness for graduate coursework (e.g., high-level performance in 300 level courses). Recognizing differences between how majors are designed, we do not specify a blanket requirement.
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If students choose not to enroll in the Accelerated Bachelor’s/Master’s program, they still must complete all of the standard requirements associated with the undergraduate degree (e.g., a capstone).
For more information on Admissions requirements, visit here.
Curriculum
Level and progression of courses. The Accelerated Bachelor’s/Master’s programs are designed to be competitive and attractive to our most capable students. Students admitted to Accelerated Bachelor’s/Master’s programs should be capable of meeting graduate level learning outcomes. Following guidance from the Higher Learning Commission, only courses taken at the 400 level or higher (including 300/400 level courses taken at the 400 level) will count toward the graduate program.1,2 Up to 50% of the total graduate level credit hours, required in the graduate program, may come from 300/400 level courses where the student is enrolled in the 400 level of the course. Further, at least 50% of the credit hours for the graduate program must come from courses that are designed for and restricted to graduate students who have been admitted to a graduate program at Loyola (e.g., enrolled in plan code that indicates the Accelerated Bachelor’s/Master’s program, typically ending with the letter “D”).3
In general, graduate level coursework should not be taken prior to admission into the Accelerated Bachelor’s/Master’s program. Exceptions may be granted for professional programs where curriculum for the Accelerated Bachelor’s/Master’s program is designed to begin earlier. On the recommendation of the program’s Graduate Director, students may take one of their graduate level courses before they are admitted to the Accelerated Bachelors/Master’s program if they have advanced abilities in their discipline and course offerings warrant such an exception.4 Undergraduate degree requirements outside of the major are in no way impacted by admission to an Accelerated Bachelor’s/Master’s program.5
Shared credits. Undergraduate courses (i.e., courses offered at the 300 level or below) cannot be counted as shared credits nor count towards the master’s degree. Up to 50% of the total graduate level credit hours, required in the graduate program, may be counted in meeting both the undergraduate and graduate degree requirements. Of those shared credits, students in an Accelerated Bachelor’s/Master’s program should begin their graduate program with the standard introductory course(s) for the program whenever possible. So that students may progress through the Accelerated Bachelor’s/Master’s program in a timely manner, undergraduate programs are encouraged to design their curriculum such that a student can complete some required graduate credit hours while completing the undergraduate degree. For instance, some of the graduate curriculum should also satisfy electives for the undergraduate major.
The program’s Graduate Director will designate credit hours to be shared through the advising form and master’s degree conferral review process. Shared credit hours will not be marked on the undergraduate record as having a special status in the undergraduate program. They will be included in the student’s undergraduate earned hours and GPA. Graduate credit hours taken during the undergraduate program will not be included in the graduate GPA calculation.
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If students wish to transfer credits from another university to Loyola University Chicago, the program’s Graduate director will review the relevant syllabus(es) to determine whether it meets the criteria for a 400 level course or higher.
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Programs with specialized accreditation requirements that allow programs to offer graduate curriculum to undergraduate students will conform to those specialized accreditation requirements.
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In rare cases, the Graduate Director may authorize enrollment in a 400-level course for a highly qualified and highly motivated undergraduate, ensuring that the undergraduate's exceptional participation in the graduate class will not diminish in any way the experience of the graduate students regularly enrolled.
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For example, if a particular course is only offered once every 2-3 years, and a student has demonstrated the necessary ability to be successful, the Graduate Director may allow a student to take a graduate level course to be shared prior to the student being formally admitted to the graduate program. See, also, footnote 3.
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Students should not, for example, attempt to negotiate themselves out of a writing intensive requirement on the basis of admission to a graduate program.
Graduation
Degrees are awarded sequentially. All details of undergraduate commencement are handled in the ordinary way as for all students in the School/College/Institute. Once in the graduate program, students abide by the graduation deadlines set forth by the graduate program. Students in these programs must be continuously enrolled from undergraduate to graduate degree program unless given explicit permission by their program for a gap year or approved leave of absence. In offering the option of an Accelerated Bachelor’s/Master’s program, the university is making possible the acceleration of a student’s graduate degree completion. It should be understood that students may not request deferral of their matriculation into the Master’s degree program. If students would like to delay their graduate studies after earning the undergraduate degree, they may apply for admission to the traditional master’s degree program. Any application of graduate credit earned while in the undergraduate program is subject to the policies of the graduate degree granting school.
LEARNING OUTCOMES
- a foundation for understanding and critiquing research related to International Affairs, including methods training that leverages both qualitative and quantitative data [International Affairs]
- knowledge of the principal theories of comparative politics and international relations, as well as the key areas of research in these two subfields [International Affairs]
- an interdisciplinary understanding and appreciation of International Affairs through coursework available within eight different departments in the College of Arts and Sciences and four additional Schools at Loyola [International Affairs]
- enhanced writing and critical thinking skills and dispositions through class-based projects and a capstone experience [International Affairs]
- strengthened methods, research, or writing skills tailored to students interests with advanced methods courses, language training, or the writing of a master’s thesis. [International Affairs]
- For the BSW, see Social Work Competencies.
Learning Outcomes for the BSW
Competency 1: Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers:
- make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
- use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
- demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
- use technology ethically and appropriately to facilitate practice outcomes; and
- use supervision and consultation to guide professional judgment and behavior.
Competency 2: Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power. Social workers:
- apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
- present themselves as learners and engage clients and constituencies as experts of their own experiences; and
- apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected. Social workers:
- apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
- engage in practices that advance social, economic, and environmental justice.
Competency 4: Engage In Practice-informed Research and Research-informed Practice
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:
- use practice experience and theory to inform scientific inquiry and research;
- apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
- use and translate research evidence to inform and improve practice, policy, and service delivery.
Competency 5: Engage in Policy Practice
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
- Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
- assess how social welfare and economic policies impact the delivery of and access to social services;
- apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental 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:
- apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
- use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making. Social workers:
- collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
- apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;
- develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and
- select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration. Social workers:
- critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
- apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
- use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
- negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
- facilitate effective transitions and endings that advance mutually agreed-on goals.
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:
- select and use appropriate methods for evaluation of outcomes;
- apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
- critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
- apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.