Planning Your Jane Addams College MSW Specialization & Field Placement for

Fall 2018 - Spring 2019

(Use this information packet with your Student Handbook.)

Contents:

Planning Your Jane Addams College MSW Specialization & Field Placement for Fall 2018 - Spring 2019

Table of Contents: Overview: Selecting Specializations and Planning Field Placements .............................. 2

Required Meetings: Selecting a Specialization & Planning

Field Placements for 2018-19..................................................................... 4

Steps, Forms, and Deadlines in Selecting Specialization & Placement ............................ 5

Introduction to Specialization Descriptions ......................................................................... 6

Specialization Descriptions .......................................................................................... 10

Approved Field Instruction Agencies (Link): .................................................................. 39 Child & Family Organization & Community Practice [formerly Community Health and Urban Development

(CHUD)] Mental Health School Social Work

Office of Academic Affairs & Student Services Jane Addams College of Social Work

University of Illinois at Chicago

January 2018 To: MSW Students Eligible for MSW Specializations in 2018-2019

Copy: Faculty

Re: Planning Specializations & Field Placements

From: Faith Johnson Bonecutter, Associate Dean

Barbara Coats, Director of Field Instruction

Specializations and the 2015 Educational Policy and Accreditation Standards (EPAS)

Social work is a dynamic profession that evolves and changes over time in response to numerous factors in

the practice community and society at large. Social work education similarly evolves. The Council on

Social Work Education (CSWE) adopted new Educational Policy and Accreditation Standards (EPAS) in

2015, designating areas of specialized practice in place of concentrations, and updating the competencies

for social work practice. The College has adopted the 2015 EPAS and beginning in fall 2018, our entire

curriculum will reflect the new standards. As you will see in the following pages, the curriculum is now

described in terms of specializations.

As part of our curriculum review and renewal, the Community Health and Urban Development (CHUD)

concentration has been re-conceptualized as Organization and Community Practice (OCP). This

specialization is conceptually grounded in the social determinants of health and a human rights framework

and works to improve and address health equity through macro social work practice. Additional

information about all of our specializations is provided in this packet.

This information packet explains the process of selecting a specialization and planning a field placement.

All students, including those entering the school social work specialization, should study this packet

carefully as it contains information about both confirming your specialization and planning a field

placement for it. Use this packet in conjunction with your MSW Student Handbook which is also available

on the Jane Addams College website.

Overview: Selecting Specializations and Planning Field Placements

Attend one or more of the specialization planning meetings. You must attend one of these meetings

even if you have already decided on a specialization. Important information about planning your

specialization field placement will be provided at the meetings.

Indicate your specialization by submitting the Specialization Choice Form by the deadline stated below.

Click on this link to access the form (Link: https://uofi.uic.edu/fb/sec/9249378 ). You will need to log in with

your Net ID and password. Once in, fill out the form completely, then press the “Submit” button. An

electronic copy of your submission will automatically be sent to your email for your records. You should

receive confirmation of your specialization choice (first or second) within 48 hours.

Once you have confirmation of your choice of specialization, submit the Specialization Field Instruction

Questionnaire by the deadline listed below. This form can be found on our website at:

www.socialwork.uic.edu . Click on “Academics” and select “Field Instruction” click on “Field Instruction

Placement Forms and choose “Specialization Field Instruction Questionnaire/2nd year”. This is an electronic

form. Save it to your desktop, fill it out then save again before sending to the email listed on the top of the form.

Please observe all deadlines listed below.

Brief descriptions of each of the four specializations are contained in this packet. See your Student Handbook

for a complete description of the courses required for each. Note that students may not enter a specialization,

or take specialization courses until all required foundation courses have been passed.

Special Notice 1: School Social Work Specialization. Enrollment in this specialization is limited to those

students whose letter of admission so specifies, or those subsequently confirmed as eligible by the Office

of Academic Affairs and Student Services based on submission of the required test results. If you have a place in the school specialization, you still need to submit the Specialization Choice form discussed in this

packet as well as completing the necessary steps to plan a field placement.

Special Notice 2: Integrated Behavioral Health Care Training Program -- Increasing Access to Evidence-

based Behavioral Interventions in Underserved Communities: This program provides specialized training for

students with a career interest in direct practice with children, adults, or older adults with mental health

issues. Students in the Mental Health and School Social Work specializations are eligible. Three training

tracks are offered —Child and Adolescent (incorporates the Certificate Program in Evidence-Based Mental

Health Practice with Children), Young and Middle Adult, and Older Adult. All tracks focus on learning and

applying specific evidence-based practices in selected placements. Students interested in applying for the

training program should already have submitted their application. Decisions regarding admission to this

program will be announced in January. Those students selected for these programs should attend their

selected specialization information session (Mental Health or Schools). For more information about these

programs, consult your MSW Student Handbook or contact Prof. Sonya Leathers, sonyal@uic.edu or

Catherine Melka (melka1@uic.edu)

Special Notice 3: Child Welfare Traineeship Project: This traineeship project provides placement in one of

several specially developed field units that will provide intensive training for students with a career interest

in child welfare. Students interested in applying for this traineeship project should attend the Child and

Family Specialization information sessions. Applications are available on the Jane Addams website at

https://socialwork.uic.edu/academics/msw-program-overview/cwtp/. The application deadline is February

9, 2018; earlier submission is encouraged. Only students enrolled in the Child and Family specialization are eligible to apply. For more information about this traineeship project, consult your MSW Student

Handbook or contact Associate Dean Bonecutter, Traineeship Coordinator, faithjb@uic.edu.

To help in selecting a specialization, the College is holding specialization information meetings where

specialization faculty will be available to assist you in making a decision. At the same meetings,

information about planning your specialization field placement will be provided. The schedule is given

below. Students may move from meeting to meeting, learning about several specializations if they wish.

Important Notice: Once you submit your choice of specialization, it is not possible to switch to another

one. Space is limited in each specialization.

Required Meetings: Selecting a Specialization & Planning Field Placements for 2018-19

Full-Time Foundation MSW Students

Wednesday, January 17

10:45 to 11:45

Monday, January 22

10:45 to 11:45

Child & Family and

Child Welfare Traineeship

ETMSW 4417/4425 ETMSW 4417/4425

Community Health and Urban

Development (CHUD)

Effective Fall 2018:

Organization and Community

Practice (OCP)

ETMSW 4013

ETMSW 4013

Mental Health and Specialized

Evidence-Based Mental Health

Practice Programs

student lounge, 4th floor

ETMSW

student lounge, 4th floor

ETMSW

School Social Work ETMSW 4517 ETMSW 4517

2nd Year PM, Foundation MSW Students

(Your class times will be adjusted to permit attendance at these meetings. First year PM students do not

attend these meetings.)

Wednesday, January 17

5:30-6:30 pm

Monday, January 22

5:30-6:30 pm

Child & Family and

Child Welfare Traineeship

ETMSW 2435 ETMSW 4417

Community Health and

Urban Development

(CHUD)

Effective Fall 2018:

Organization and

Community Practice (OCP)

ETMSW 4013

ETMSW 4013

Mental Health and

Specialized

Evidence-Based Mental

Health Practice Programs

student lounge, 4th floor

ETMSW

student lounge, 4th floor

ETMSW

School Social Work ETMSW 4th Floor Computer

Lab

ETMSW 4th Floor Computer

Lab

Sequence of Steps for Selecting a Specialization and

Planning Its Field Placement

Deadlines for forms. There are three forms that must be submitted, on time, by you in this process.

They are discussed in the following outline of steps below. You can locate the online forms posted on

the College website. Failure to submit all forms by the deadlines may mean you will not receive your

first-choice specialization or placement site.

ALL FORMS WILL OPEN ON MONDAY, JANUARY 22, 2018

Form Due Date

Where to Submit

Specialization Choice Form 4:30pm, Wednesday, Jan. 31

2018

Online via link

Specialization Field Placement

Form

4:30pm, Friday, Feb. 2, 2018 Field Instruction Office

Room 4137

Field Instruction

Confirmation Form

4:30pm, Friday, April 6, 2018 Field Instruction Office

Room 4137

Step 1. Select your specialization after consulting the sources of information described above.

If you have already made up your mind, it is still necessary to attend one of these meetings so you

can learn how to plan for your field placement.

Step 2. Submit Specialization Choice Form. All students (including those in school social work) must

register their choice of specialization using the Specialization Choice Form. Click on this link to access

the form (Link: https://uofi.uic.edu/fb/sec/9249378). You will need to log in with your Net ID and

password. Once in, fill out the form completely, then press the “Submit” button. Submit this form

online by 4:30pm, Wednesday, January 31, 2018. Failure to meet this deadline means you may not

receive your first choice of specialization. Once you select a specialization, it is not possible

subsequently to change your mind and pick another one.

Step 3. Submit the Specialization Field Instruction Questionnaire Form by the deadline listed below.

This form can be found on our website at: www.socialwork.uic.edu . Click on “Academics” and select

“Field Instruction” click on “Field Instruction Placement Forms and choose “Specialization Field Instruction

Questionnaire/2nd year”. This is an electronic form. Save it to your desktop, fill it out then save again before

sending to the email listed on the top of the form.

Agencies with brief descriptions of the setting and possible field education experiences, are listed on

our website. Go to www.socialwork.uic.edu and click on “Academics” and select “Field Instruction”.

You will see “Agency Search Tool” listed on menu on the left of the screen. The link is also listed at the

end of this document. This is not an exhaustive list. You must submit the Specialization Field

Instruction Questionnaire to the email listed at the top of the form no later than 4:30 pm, Friday,

February 2, 2018. Students entering the school social work specialization must submit this form as

well.

Step 4. Once your specialization field instruction questionnaire is submitted, a field liaison will contact

you to schedule an appointment to discuss agencies for interviews regarding a possible placement.

Important: Do not call any agency for an interview before the College field liaison has contacted

you. To help you in selecting a field placement, a field liaison will meet with you to discuss your agency

choices, and the field education opportunities.

Step 5. After you have completed your interview(s), considered your options, and discussed them with a

field liaison, and you have reached agreement with an agency for a placement, it is necessary for you to

submit the Field Instruction Confirmation Form. Forms can be found on our website at:

www.socialwork.uic.edu . Click on “Academics” and select “Field Instruction” click on “Field Instruction

Placement Forms” and choose “Field Instruction Confirmation Form”. This is an electronic form. Save it to

your desktop, fill it out then save again before sending to the email listed on the top of the form.

Submit the completed Field Instruction Confirmation Form to the email box listed on the top of the

form no later than Friday, April 6, 2018. Failure to meet this deadline may interfere with proper

placement. Earlier submission is strongly encouraged.

Step 6. New specialization advisor. Once you have completed Step 1 above (selecting a specialization),

you will be assigned a new advisor. These assignments will be posted on the bulletin board outside the

Office of Academic Affairs (ETMSW 4329) by mid-March, in time for Fall 2018 registration. When it is

time to register for Fall 2018, meet with your new specialization advisor and register for your Fall 2018

classes. Your advisor must also approve your Summer/Fall elective classes, if any. See your Student

Handbook for the courses required in each specialization.

Step 7. When you register for your Fall 2018 classes, be sure to register for the correct section of

SocW572 (Field Instruction III). The Jane Addams College Registration packet (which will be made

available in March) will identify separate sections of Field III for each of the specializations. Be sure to

register for the section which corresponds to your specialization.

Introduction to Specialization Descriptions

The MSW program’s concept of advanced practice is consistent with its urban, at-risk population mission

and consistent with the historic purposes of social work. The character of urban settings varies

tremendously along dimensions such as economic status, race, ethnicity, age, national origin, and sexual

orientation. Urban settings are not restricted to a city’s legal boundaries. Some neighborhoods technically

identified as suburban may be highly urban in nature, with population densities and social problems

similar to those located within a city’s legal boundaries. Our understanding of “urban” does not emphasize

the technicalities of urban-suburban territorial lines, but focuses on the theme of at-risk populations,

particularly the poor and racial and ethnic minorities, in locations that are characterized by high population

densities and high specializations of social problems.

Urban centers such as the Chicago metropolitan area are extremely complex settings in which to

practice social work; cultural, racial and ethnic diversity are extraordinarily high, amplified by high levels

of migration and immigration. Many Chicago-area communities consist of relatively homogenous

neighborhoods bound together and separated from each other by strong and distinctive ethnic identities.

Understanding the nature of each neighborhood’s identity and associated unique residential patterns

requires an understanding of: (1) constraints on residents’ ability to freely exercise choice in where to live

owing to the powerful and long-lasting impact of historical and continuing discrimination and

segregation, (2) shared cultural, ethnic, and country-of-origin bonds which, when found among

neighborhood residents, are sources of identity and pride, (3) the intensely concentrated nature of very

serious social problems found in some neighborhoods, and (4) neighborhood assets, strength, and

resources, not all of which may at first be apparent to an outsider.

At the collective level, cities such as Chicago are characterized by relatively high levels of social

problems such as poverty, crime, violence, substance abuse, physical and mental illness, inadequate

housing, absence of employment opportunities, inadequate education, and insufficient access to quality

social services. However, these social problems occur at widely different rates at the neighborhood level.

On the positive, side, Chicago and other major urban centers also have concentrated, and, at times, intricate, systems of social work-relevant resources and assets. The high level of cultural diversity

means there are valuable culturally-specific resources present which, at times, are based in ethnic social

agencies. The distribution of public and private helping resources also varies widely across

neighborhoods, raising fundamental questions of distributive justice because resource distribution does

not always mirror problem distribution.

Justice issues are further underscored by at-risk status, as particular population groups (based on factors such

as race, ethnicity, sexual orientation or age) can have disproportionately unmet needs and social problems

(e.g. HIV infection rates are disproportionately higher among African-Americans and Latinos compared to

whites; however their access to medical resources is lower).

Levels of Practice

Social work in complex urban settings such as the Chicago area can take the form of generalist, foundational

level practice or advanced practice within a specialization. The first year curriculum of the MSW program

educates for generalist practice and specialization curricula build on that base. As we understand and

implement them in our curricula, the two forms of practice have important distinctions:

Generalist practice is conceptualized as competencies and behaviors related to planned efforts to

help and to seek change which are directed at multiple levels (individuals, families, groups,

organizations, communities) and are guided by empirically-derived knowledge. Generalist practice

attends to both societal change in the interests of social and economic justice as well as improvements at

the levels of private individuals, families, groups, organizations, and communities. Generalist practice is

differentiated from specialized practice by its focus on direct services, concrete services and case

management, and generalist practitioners typically practice under closer supervision than advanced

practitioners.

Specialized practice consists of generalist expertise plus additional knowledge and behaviors that

are focused and deepened in a practice specialization. Compared to generalist practice, specialized

practice contains higher levels of knowledge and skills and represents a higher level of preparation in the

application of professional values and ethics. These higher levels are built upon a generalist level

foundation. Specialized practice can be focused in terms of practice modality (such as direct casework,

community work, administration, group work), in terms of social problems (e.g., substance abuse),

focused in terms of a population as in social work with older persons, or focused in terms of a service

area such as health social work. Whatever the focus, the specialized practice subsumes the generalist

competencies and contains knowledge and behaviors that are extended and specified in terms of the

particular focus of the specialization area. In our MSW program, we have selected the following areas for

specialized practice, all of which are highly relevant to the needs of urban, at-risk populations: child and

family services, organizational and community practice, mental health social work, and social work in

schools.

In light of the aforementioned urban diversity related to ethnic, racial, gender, sexual orientation

and other factors, both generalist and specialized practitioners must be culturally competent. Cultural

competence in practice is a prerequisite for all aspects of practice from assessment (including the

recognition of culturally or ethnically configured strengths and assets) through interventions and

evaluation of practice effectiveness. Consequently, we emphasize educating our students to become

capable practitioners who have a solid base of descriptive and analytic knowledge of various diverse

populations. However, it is impossible to possess a full, encyclopedic knowledge of even a single

population group, much less of the tremendous range of groups found in an urban setting such as Chicago.

Thus, it is essential that students also be taught to cultivate an open, affirming attitude and a systematic

process of learning about the unfolding array of human differences they will encounter throughout a

practice career as embodied in ethno-conscious and culturally competent practice. Specialized practitioners

have foundational-level expertise in this plus additional expertise specific to the specialization.

Given the fundamental distributive justice issues regarding the incongruence between urban need

distribution and resource allocation, both generalist and specialized practitioners must also be able to work

for social change in the interest of greater social and economic justice. Specialized practice represents

professional expertise that contains within it the generalist professional foundation, an extension of

specialization-specific expertise including extended cultural competency and advocacy skills as they

pertain to the specialization’s substantive focus.

The specialization curriculum builds upon each competency of the professional foundation in all

four of our specializations to develop this extended expertise. This produces a curriculum, which:

1. has content deeper than that of the generalist content. Upon completing a specialization

curriculum, our graduates have learned a larger amount of mission-consistent knowledge

and behaviors in the areas of practice, policy, HBSE, research, field education, values and

ethics, diversity, at-risk populations and justice than at the endpoint of the generalist

curriculum. College faculty and field instructors reinforce generalist learning and expand

on it in each specialization.

2. has less breadth than the generalist content because its content is selectively focused on the

specialization area. This focusing supports intensive education in a bounded area of

knowledge and professional expertise (e.g. mental health or school social work).

3. has greater specificity than the content delivered by the end of the professional foundation

curriculum. Faculty and field instructors teach knowledge, values, skills, cognitive and

affective processes that are tailored to each specialization’s specific competencies and

behaviors. The broad-based practice expertise obtained in the generalist first year provides a

strong basis upon which to deliver content that is highly focused on the particular

specialization.

General Design of All Specializations

For 2018-2019 the MSW program has four specializations:

Child and Family Services

Organization and Community Practice [formerly

Community Health and Urban Development

(CHUD)]

Mental Health

School Social Work

Students have freedom of choice regarding specializations with one exception: school social work.

At the point of applying for admission to the MSW program, students are informed of this and instructed to

apply for admission to the school social work specialization at that point if they are interested. No extra

application criteria are applied with one exception: under Illinois state law students interested in this

specialization must pass the ILTS Test of Academic Proficiency (or submit qualifying test scores from

ACT or SAT tests) before enrolling in the specialization. Students are admitted until the enrollment cap is

met.

Only those students whose letter of admission confirms they have a place in this specialization can

plan on enrolling in it. Prior to the specialization choice deadline, it is possible to change one’s mind and opt

out of the school specialization. Any openings thus created are allocated on a space available basis to other

students confirmed as eligible by the Office of Academic Affairs and Student Services based on submission

of the required test results. Separate school specialization enrollment caps are set for incoming full-time

students, incoming PM Extended Study students and incoming advanced standing students.

Specializations share a common basic curriculum design in terms of course types and credit

hours; specializations vary in terms of their specific practice behaviors and the specifics of

course content. The general specialization curriculum model is displayed in Table 1 and discussed below.

Following that, a brief description of each specialization is given with each specialization’s

competencies and behaviors, design, and typical electives that complement the specialized curriculum.

Table 1: General specialization design

General Specialization Design

Fall

Practice III: specific to specialization 3

Policy II: specific to specialization 3

Elective* 3

Field III: specific to specialization 8 credits

Spring

Practice IV: specific to specialization 3

Research II: specific to specialization 3

Elective 3

Field IV: specific to specialization 8

Specialization credits 34 credits

Foundation credits 28

Total degree credits 62

*Students who enter the school social work specialization take as one of their

electives the three-credit College of Education course SPED410, Survey of

Characteristics of Learners with Disabilities which is a state requirement for

practicing as a school social worker in Illinois.

General approach to specialized values and ethics content as built on generalist competencies and

behaviors. Each specialization curriculum expands upon the behaviors related to social work values and

ethics content learned in the generalist curriculum, focusing this higher level of learning on ethical

dilemmas and ethical decision making in the realm of the particular specialization. Ethical and value

dimensions of practice, policy, and research are taught in specialization classroom courses and ethical

aspects of specialization-specific practice are learned in specialization field placements. Students’

growing awareness of their own personal values and their relationship to professional values is

strengthened and refined in the context of the specialization subject matter.

General approach to diversity content as built on generalist competencies and behaviors.

Each student brings to his or her specialization a broad and rich understanding of human diversity obtained

in the generalist curriculum. This appreciation of within-group and between-group differences, respect for

difference, and ability to implement practice strategies responsive to differences learned in the generalist

year is deepened and refined in the specific realm of the specialization. Diversity content is integrated in

the specialization-specific Practice III and IV courses, in the Policy II courses,

Research II courses, in the electives, and specialization field sites are used only if they are

consistent with the MSW program’s emphasis on diversity.

General approach to human rights, social, economic, and environmental justice content as

built on generalist competencies and behaviors.

Urban populations-at-risk continue as an important mission-supportive curriculum theme in each

specialization, thus expanding and deepening the student’s understanding of risk factor dynamics,

distributive justice issues, oppression, discrimination, and social work’s role in advocating for justice in

the particular context of the specialization. Urban populations-at-risk content is integrated in the required

classroom courses of each specialization, in the electives taken by specialization students, and access to

urban populations-at-risk is a criterion for field agency site approval.

General approach to specialized policy practice content as built on generalist competencies and

behaviors.

Each specialization student takes a policy course focused on policy issues of the specialization. The broad

foundation in social welfare policies and services is the basis for this advanced learning. Specialized

knowledge and skills are learned in the areas of: the content of existing policies and services, policy

analytical and advocacy skills, and the role of policy in service delivery and the attainment of well being as

it is played out in the context of the specialization. Specialized policy courses give students knowledge

and tools to play leadership roles, at various levels, in promoting more just social policies and services.

General approach to specialized practice content as built on generalist competencies and

behaviors.

Each specialization student takes two, three-credit, practice courses specific to the specialization: Practice

III and IV. The generalist practice-at-all-system-levels perspective obtained in the generalist curriculum

provides the foundation for this learning. Specialized practice knowledge, values, skills, cognitive and

affective processes are focused and refined in the context of each specialization’s details. All specialized

practice courses emphasize strengths, capacities, and resources of client systems; specialization-specific

approaches to collecting and assessing information, identifying issues and assets, using communication

skills, identifying and implementing empirically based interventions. All practice courses prepare students

for practice that includes urban, at-risk populations and teach the role of practice in promoting human rights,

social, economic, and environmental justice. The specific intervention strategies taught vary according to

the conceptual framework and objectives of each specialization.

General approach to specialized research content as built on generalist competencies and

behaviors.

Each student develops knowledge, values and skills in regard to specialization-specific research by taking

an advanced three-credit course. Students in all specializations except school social work

choose from a pool of advanced research courses which are designed either around a methodological

approach or a substantive subject matter. Choices are listed below.

1. SocW563, Program Evaluation. This course is open to students in Child & Family, Mental

Health, and OCP specializations. Each student’s major assignments must be specialization focused.

2. SocW565, Research II: Child and Family Research. This course is open to students in the Child

& Family, Mental Health, and OCP specializations. Each student in the class is required to do all major

assignments on specialization-specific topics. What they have in common is attention to child and family

issues (e.g., mental health, or community health).

3. SocW565, Research II: Single System Design. This course is open to students in Child &

Family, Mental Health, and OCP specializations. Each student’s major assignments must be

specialization focused.

4. SocW565, Research II: Action Research. This course is open to students in Child & Family,

Mental Health, and OCP specializations. Each student’s major assignments must be specialization

focused.

5. SocW565, Research II: Qualitative Research. This course is open to students in Child &

Family, Mental Health, and OCP specializations. Each student’s major assignments must be

specialization focused.

Students in the School Social Work specialization are required to take the course SocW565,

School Social Work Research given the highly distinctive and structured state requirements for becoming

credentialed as a school social worker in Illinois.

All specialization students (with the exception of School Social Work) also have the option of

meeting advanced research requirements by conducting an extensive, year-long, individual research

project (SocW567, Research Project); if undertaken, this project must be specialization-focused.

General approach to specialized field education as built on generalist practice field education.

Generalist practice field education has provided a broad, all-systems level education for students by the

time they enter specialization field. Urban specialization field sites are carefully chosen and monitored

for the ability to develop program mission-congruent and specialization-specific professional

competence at the specialized levels described above.

The application of the above specialization model to each of our four specializations is described

below.

Specialization Descriptions Child and Family Specialization

The Child and Family Specialization builds upon the generalist curriculum and prepares students

with the knowledge, values, skills, and cognitive and affective processes required for advanced

practice in a range of roles in a variety of settings with and on behalf of children and families who

come into contact with the child welfare system, juvenile justice or criminal justice systems, and a

wide range of family service agencies. Students are equipped with a firm understanding of the

ways in which problems that bring children and families into contact with social workers result

from a variety of social, economic, and political inequities. They are prepared to work effectively

with and advocate on behalf of oppressed populations, including, but not limited to those

oppressed because of race, ethnicity, gender or sexual orientation.

What makes the specialization unique is its focus on the family, broadly defined to include

extended and augmented family members in their communities. The curriculum places special

emphasis on urban services and environments, both in the classroom and in field instruction. The

Child and Family Specialization emphasizes a trauma-informed, strengths-based family-centered

practice, culturally grounded, and community-based services as contexts for the development of

knowledge, values, skills, and cognitive and affective processes in child and family practice. This

approach is designed to help graduates provide children and their families integrated and

coordinated services, regardless of the agency or system entry point. Students will be equipped

with the knowledge, values, skills, and cognitive and affective processes to work in a variety of

inter-professional settings, including but not limited to, clinical settings, hospital and health care

settings, child welfare agencies, advocacy centers, legal and juvenile justice settings, and

educational settings.

The generalist curriculum establishes a foundation for education at the advanced, specialization

level. Course work and the field practice experience in the Child and Family specialization are

designed to ensure the student’s acquisition of the necessary knowledge, values, skills, and

cognitive and affective processes to respond effectively to the needs of urban children and

families.

Competencies in the Child and Family Concentration

1. Demonstrate Ethical and Professional Behavior

Social workers recognize the role of social work in identifying and responding to the needs of

urban children and families who come to the attention of child welfare, juvenile justice, and other

family service systems; recognize the range of roles and variety of settings in which social

workers may interact with urban children and families; understand the relationship between

practice with children and families and the professional value base of social work within an ethical

framework; and understand the social work specific, evidence-informed frameworks and theories

for practice with urban children and families, including trauma informed practice, solution-

focused, and crisis intervention theory. Social workers understand the ethical issues and potential

ethical dilemmas that are specific to working with urban children and families; and recognize the

values and ethical principles which underlie child and family practices and policies. Social

workers:

• Use evidence-informed frameworks and theories for practice with urban children

and families.

• Apply ethical decision-making knowledge, skills, values, and cognitive and affective

processes in working with urban children and families, groups, organizations,

communities, and larger systems.

• Use self-reflection and self-regulation to manage one’s personal values, professional

strengths, challenges, and areas for improvement.

• Use supervision and consultation to guide professional judgment and behavior

• Use technology ethically and appropriately in practice with children and families.

2. Engage Diversity and Difference in Practice

Social workers recognize how issues of diversity, understood as the intersectionality of multiple

factors including but not limited to age, class, color, culture, disability and ability, ethnicity,

gender, gender identity and expression, immigration status, marital status, political ideology, race,

religion/spirituality, sex, sexual orientation, and tribal sovereign status influence assessment and

intervention with urban children and families, groups, organizations, communities, and larger

systems; understand how issues of diversity affect client vulnerability to many of the issues that

bring children and families to the attention of social workers; understand cultural strengths and

natural helping traditions that serve as promotive and protective factors; and understand how

personal biases may influence practice with diverse children and families in urban environments.

Social workers:

• Understanding the importance of diversity and difference in shaping life experiences and

accurately identify and assess issues among diverse client populations in the urban

environment.

• Recognize how factors related to diversity and difference may influence client functioning

and help-seeking behaviors.

• Critically identify and implement assessment, intervention, and evaluation tools that are

culturally sensitive and appropriate to diverse children and families.

• Demonstrate awareness of and apply self-awareness and self-regulation to manage one’s

own personal biases and values in working with diverse urban children and families, groups,

organizations, communities, and larger systems.

3. Advance Human Rights and Social, Economic and Environmental Justice

Social workers understand the ways in which issues that bring children and families into contact

with social workers result from a variety of social, economic, and political inequities; understand

how oppression affects the development and functioning of individuals, and, historically, how

oppression has affected specific groups; and recognize disparities that affect children and families

within child and family serving systems. Social workers recognize and address these disparities

and barriers to services available to urban children and families, groups, organizations,

communities, and larger systems. Social workers work together as members of inter-professional

teams to raise awareness about the disparities facing urban children and families and engage them

in practice that advances human rights and social, economic and environmental justice, and

promotes healthy families and child well-being. Social workers:

• Advocate for human rights, social, economic, and environmental justice on behalf of at-

risk families, adults, and children in urban environments.

• Advocate and intervene at multiple levels for the reduction of disproportionality and

disparities that affect oppressed populations.

• Use knowledge of the effects of oppression, discrimination, structural inequality, and

historical trauma on urban children and families, groups, organizations, communities,

and larger systems to guide engagement, assessment, treatment planning, and

intervention.

4. Engage in Practice-Informed Research and Research-Informed Research

Social workers are familiar with valid and reliable assessment tools for identifying problem

behaviors, risk, and protective factors among urban at-risk children and families; know and

understand evidence-informed programs, policies, and interventions related to practice with

children and families; understand how to develop and evaluate evidence-informed interventions,

programs, and policies for diverse children and families; use quantitative and qualitative research

methods as well as technology in advancing social work and in evaluating their practice; and

understand how to evaluate the intended and unintended outcomes of interventions, policies, and

programs. Social workers:

• Identify, evaluate, and implement appropriate evidence-informed assessment, intervention,

and evaluation models and tools with urban children and families, groups, organizations,

communities, and larger systems.

• Apply ethical and culturally informed research skills to the evaluation of practice with urban

children and families, groups, organizations, communities, and larger systems.

• Use practice experience and theory to inform scientific inquiry and research with and on

behalf of urban children and families;

• Apply critical thinking to engage in analysis of quantitative and qualitative research

methods and research findings related to urban at-risk children and families

• Use and translate research evidence to inform and improve practice, policy, and service

delivery for diverse children and families.

5. Engage in Policy Practice

Social workers working with urban children and families understand the impact of policies at the

local, state, federal, and tribal level that influence the funding, planning, and delivery of services

for children and families. They use knowledge and critical thinking to analyze the effects of such

policies on urban children and families, groups, organizations, communities, and larger systems

and advocate for just, equitable, and beneficial programs and services for children and families.

Social workers:

• Use critical thinking to identify public policy at the local, state, federal, and tribal level that

impacts the well-being, service delivery, and access to social services for urban children and

families.

• Educate key stakeholders on how policies related to urban children and families affect

human rights, and social, economic, and environmental justice.

• Apply policy practice knowledge, skills, values, and cognitive and affective processes to

advocate for just, equitable, and beneficial programs and services for urban children and

families.

6. Engage with Individuals, Families, Groups, Organizations, and Communities

Social workers recognize that engagement is an ongoing component of the practice process and

understand the factors that promote and/or hinder engagement in practice with diverse individuals,

families, groups, organizations, and communities in urban environments. Social workers value the

importance of human relationships, understand the theories of human behavior and the social

environment; and they engage in self-awareness and self-regulation to enhance engagement with

urban children, families, and other constituencies. Social workers:

• Acknowledge and address interpersonal dynamics and contextual factors that strengthen

relationships with urban children and families, groups, organizations, communities, and

larger systems.

• Apply knowledge, skills, values, and cognitive and affective processes related to the

influence of groups, organizations, and communities to practice with urban children and

families to promote engagement.

• Use empathy, self-reflection, and self-regulation to effectively engage diverse children,

families, children and families, groups, organizations, communities, and larger systems

within urban environments.

7. Assess Individuals, Families, Groups, Organizations, and Communities

Social workers recognize that assessment is an ongoing component of the practice process and are

aware of the relevant variables used to understand individual, family, group, organizational, and

community dynamics; understand the bio-psycho-social-spiritual and cultural factors that impinge

on adult and child relationships and subsequent interactions; understand the impact of violence

and trauma on urban children and families, groups, organizations, communities, and larger

systems; understand the impact of abuse and neglect on children; and are familiar with evidence-

informed multidisciplinary and multidimensional assessment methods and tools, including the

strengths-based use of the DSM for assessment of urban families in need of mental health

services. Social workers:

• Critically evaluate, select, and utilize appropriate methods and instruments for the

assessment of urban children and families

• Effectively conduct comprehensive assessments of urban children and families that

identify problems, risks, strengths, and protective factors.

• Relate knowledge of family dynamics, trauma, maltreatment, and diversity to the

assessment of urban children and families.

• Use inter-professional collaboration to effectively assess individuals, families, groups,

organizations, and communities

8. Intervene with Individuals, Families, Groups, Organizations, and Communities

Social workers recognize and understand evidence-informed interventions for practice with urban

children and families, groups, organizations, communities, and larger systems; understand how to

use evidence to inform and develop interventions with urban children and families; understand

how to adapt interventions using research evidence to improve cultural sensitivity and relevance in

practice with diverse groups; are familiar with resources for identifying effective interventions

with urban children and families, groups, organizations, communities, and larger systems; and

recognize the role of communities, including religious/spiritual institutions, in the lives of urban

children and families. Social workers:

• Based on the assessment, research knowledge, and values and preferences of clients and

constituencies, critically analyze and identify appropriate evidence-informed interventions

for practice with urban children and families.

• Implement evidence-informed interventions appropriate to diverse clients and use inter-

professional collaboration as appropriate.

• Identify and develop community resources on behalf of urban children and families.

• Monitor and modify interventions as needed to respond to the needs and diversity of urban

children and families.

9. Evaluate Practice with Individuals, Families, Groups, Organizations, and

Communities

Social workers understand that evaluation is an ongoing component of the practice process. They

recognize and understand methods to monitor and evaluate outcomes of practice with urban

children and families, groups, organizations, communities, and larger systems; are familiar with

evaluation tools for use in practice with children and families; and are familiar with the unique

challenges of evaluating outcomes with culturally diverse, urban children and families, groups,

organizations, communities, and larger systems. Social workers:

• Apply research skills to the evaluation of practice with urban children and families;

• Identify and use appropriate evaluation tools with diverse clients.

• Apply knowledge, skills, values, and cognitive and affective processes of human

behavior and the social environment, person-in-environment, and other multidisciplinary

theoretical frameworks in the evaluation of outcomes;

• Critically analyze, monitor, and evaluate intervention and program processes and

outcomes;

• Apply evaluation findings to improve practice effectiveness with urban children and

families at the micro, mezzo, and macro levels; and

• Communicate and disseminate evaluation results appropriate to the intended audience.

Child and Family Specialization Coursework

The foundation curriculum establishes a generalist perspective foundation for education at the

advanced, specialization level. The following courses are taken during the specialization year.

This listing is modified as necessary for students who may have fulfilled their required electives in

previous semesters.

Fall

Practice III: Child and family services

Policy II: Child and family services

Field III

Elective (if not taken prior)*

Spring

Practice IV: Child and family services

Advanced Research Option

Field IV

Elective (if not taken prior)

*Students are eligible to take any graduate elective offered by the University as long as it is

approved by the student’s academic advisor.

Some of the typical electives that Child and Family Specialization students take include:

Crisis Intervention

Drug and Alcohol Abuse

Social Work with Women

HIV/AIDS: Social Work Challenges

Aging Populations

Sexual Minority Communities Public

Health Aspects of Adolescent Health

Practice with Children

Community Violence

Mental Health Issues with Adults

Mental Health Issues with Children &

Adolescent Kinship Care: A

Comprehensive Overview

Practice with Family Violence, Neglect

and Abuse

Special Topics in Social Services

Advanced Child Welfare Practice

Child and Family Specialization Faculty

If you have any questions about the Child and Family specialization and/or careers in social

work in child and family settings, please feel free to contact any of the following faculty:

Faith Johnson Bonecutter, MSW faithjb@uic.edu

Jennifer Geiger, PhD geigerj@uic.edu

Christina DeNard, PhD christ5@uic.edu

Robert Wilson, PhD rjwilson@uic.edu

Field Placements

In addition to coursework, all students undertake a field placement during their specialization

year. The field placement offers students an opportunity to begin developing the skills and

applied knowledge necessary to perform a variety of social work roles and tasks in diverse child

and family settings. The types of activities that student engage in during their placements are

varied and include strengths-based assessment within an ecosystems perspective, treatment and

intervention planning, the provision of direct services to individuals, families, groups and

communities, advocacy on behalf of clients, and the evaluation of their social work practice

with diverse client systems. During the field placement students work directly with clients

under the supervision of an experienced social work practitioner to develop and demonstrate the

practice behaviors outlined above. At the end of each semester field instructors evaluate each

student’s mastery of the practice behaviors. In addition, students complete a specialization

specific assignment that further assesses practice behavior acquisition and mastery. Students

work closely with their field liaison advisor to select a placement that will best suit their current

learning goals and future career aspirations. The range of child and family related field

placements is quite broad and can include community family service centers, public and

publicly supported child welfare agencies, multi-service social service agencies, juvenile justice

facilities, crisis centers, community mental health centers, group homes, domestic violence

shelters and others. Students work at their field placement 3 days a week during their

specialized practice year.

Career Opportunities

The employment outlook for social workers is projected to be favorable over the course of the

next decade. Social workers with child and family training and experience who are equipped to

work with a diverse population in a variety of settings will be generally well prepared for an

array of employment opportunities.

Child Welfare Traineeship

The Jane Addams Child Welfare Traineeship program includes a focus on four priority areas of

the Illinois Department of Children and Family Services (DCFS): systems of care, trauma-

informed practice, building protective factors, and addressing the overrepresentation of children

of color. Only students admitted into the Child and Family Specialization are eligible to apply

for this traineeship program. Students admitted into the traineeship complete the coursework

required in the Child and Family specialization with additional requirements described below:

1. Students will complete a placement in one of several specially developed field units that

will provide intensive training that reinforces the curriculum and provides opportunities

for students to develop and practice their skills.

2. Students elected into the traineeship project must take SocW547: Advanced Child Welfare

Practice as one of their electives, and SocW565: Child & Family Research as their

advanced research course.

Organization and Community Practice (OCP) Specialization

The Organization and Community Practice (OCP) specialization prepares students for social

work leadership in advanced organizational and community practice in urban communities.

Conceptually grounded in the social determinants of health and a human rights framework, this

specialization works to improve and address health equity. It prepares students with the

knowledge, values, skills, cognitive, and affective processes required to build urban

organizations and communities that are physically, socially, economically, and environmentally

healthy and to address structural inequities. OCP emphasizes organizational development and

community building in solidarity with oppressed persons, racial and ethnic minorities, and other

at-risk, urban populations. OCP’s capacity and asset-building approaches focus on

interorganizational, participatory, empowerment-based, and social justice-oriented methods that

support healthy organizational and community development, and challenge existing structures of

oppression.

OCP (Policy II) features advanced methods of affecting local, state, and federal level policy

change through a human rights-based approach. This course focuses on making connections

between the social determinants of health and the broader policy environment, with particular

attention to analysis and advocacy. Skill development in Policy II includes analysis and practice

methods of developing, implementing, and evaluating policies.

OCP (Practice III) emphasizes the organizational and leadership skills involved in and with

community based organizations and human service agencies. This course is divided into three

domains—executive leadership, resource management, and strategic management. Content

emphasizes the leadership skills involved in working with task groups, staff, board members,

community stakeholders, and interorganizational relations with community-based groups.

Organizational practice methods include human resource development, grant writing and

management, and other methods of fundraising to increase the financial base of an organization

and develop and maintain services.

OCP (Practice IV) emphasizes work with community groups, collectives, coalitions,

interorganizational relations, and partnerships. Practice methods include conflict, consensus and

advocacy organizing; community building initiatives; community development and prevention

projects; and other innovative community-based initiatives grounded in asset development,

social capital, and civic engagement.

Jane Addams College of Social Work is working to provide OCP graduates with the opportunity

for certification in human service management with the Network for Social Work Management

(NSWM). This aim of this certification is to highlight our OCP graduates’ competencies as

social work leaders. See NSWM website for more information:

https://socialworkmanager.org/wp-content/uploads/2016/01/Competency-Brochure-4-19-15-

With-Forms.pdf

Competency 1: Demonstrate Ethical and Professional Behavior

Organization and Community Practice social workers understand how the value base of the

profession and its ethical standards as well as relevant policies and regulations may impact

practice in organizations and communities. Social workers distinguish between personal and

professional values, and they understand how their personal experiences, affective reactions, and

biases influence their professional judgment and behavior. Social workers apply ethical decision-

making and principles of critical thinking and incorporate ethical approaches to the use of

technology in organizations and communities. They realize that work within complex systems

can generate conflicting priorities and ambiguities that require professional value-based

judgments. They display the ability to carry on and lead others in the face of ambiguity,

uncertainty, and adversity inherent in organizational and community change.

Social workers:

• understand conflicting values and use this knowledge to manage personal values and

maintain professionalism in practice.

• utilize ethical principles and guidelines in decision-making to identify and develop

opportunities for change in organizations and communities.

• recognize the value base and ethical standards of the profession in relation to relevant

laws, policies, and programs.

Competency 2: Engage Diversity and Difference in Practice

Organization and Community Practice social workers understand the multiple dimensions of

diversity, including but not limited to age, class, color, culture, disability and ability, ethnicity,

gender, gender identity, immigration status, marital status, political ideology, race,

religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers

understand how life experiences arising from oppression, poverty, marginalization, or privilege

and power, can affect community and organizational culture and well-being. They recognize that

social structures and values may oppress or create privilege and power. They utilize critical self-

reflection to understand how their personal experiences, biases, and affective reactions may

influence their ability to address health inequities, advance human rights, and foster social,

racial, economic, and environmental justice.

Social workers:

• understand the importance of diversity and difference in shaping one’s own and others’

life experiences, and gain self-awareness to critically evaluate their possible influence in

organizational and community practice.

• identify, select, and apply practice and policy solutions that create inclusion and

empowerment in organizational and community practice.

• demonstrate understanding of the impact and influence of culture in organizations and

communities.

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

Organization and Community Practice social workers understand that every individual has

fundamental human rights such an adequate standard of living, health, education, housing, and

environmental justice. They integrate the profession’s knowledge, values, skills, cognitive, and

affective processes by employing a human rights-based approach to organizational and

community practice. Social workers actively address the dynamics of oppression and privilege

through the use strategies to ensure more equitable distribution of resources and access to

opportunities, goods, and services. Organization and Community Practice social workers seek to

reduce health inequities caused by social, racial, and economic disparities entrenched within

society, its institutions, and its public policies. They demonstrate critical self-reflection and

understand how their personal experiences, biases, and affective reactions may influence their

ability to advance human rights and social, racial, economic, and environmental justice. They

recognize their responsibility to protect the human rights.

Social workers:

• identify oppressive, structural barriers and implement strategies to ensure a more

equitable distribution of resources and access to opportunities, goods, and services in

organizations and communities.

• recognize, protect, and promote human rights, social justice, and environmental

justice in policy, organizational and community practice.

• use policy analysis and advocacy skills to address the social determinants of health

and reduce health inequities.

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

Organization and Community Practice social workers use scientific and culturally informed

approaches to guide interventions designed to reduce health inequities and bring about change.

They understand that evidence-informed practice draws on multiple domains and ways of

knowing, and that it is necessary to evaluate the fit of different models or interventions with the

diverse strengths and challenges of organizations and communities. They understand and

critically analyze and evaluate policies and programs to guide organizational and community

practice.

Social workers:

• identify and critically assess evidence-informed programs, policies, and service delivery

models.

• apply practice and policy-based research to address the social determinants of health,

reduce health inequities, and build capacity in organizations and communities.

• understand the value of multiple ways of knowing in practice-informed research and

research-informed practice, and draw on various types of data and a range of research

methods to guide organization and community practice.

Competency 5: Engage in Policy Practice

Organization and Community Practice social workers understand that policies and their

implementation restrict or protect human rights, social justice, and environmental justice at

global, federal, state, and local, levels. Social workers engage in policy practice and understand

the connection between executive, judicial, and legislative levels of policymaking. They can

critically analyze, formulate, and defend proposals that address the social determinants of health

to improve health equity. Social workers understand the history and current structure of public

policies and service delivery. They utilize technology and devise advocacy strategies and tactics

to influence legislation, policies, program services, and funding. Social workers understand the

complexities of policymaking with diverse stakeholders, and recognize how their personal

experiences and affective reactions may impact their ability to effectively engage in policy

practice.

Social workers:

• assess, develop, and implement organizational and public policies that address the social

determinants of health and protect and promote human rights, social justice, and

environmental justice.

• use their understanding of how policy informs practice and how practice informs policy

to conduct policy analysis, and devise advocacy strategies and tactics.

• develop and/or utilize advocacy methods and tools to protect and promote human rights,

social justice, and environmental justice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and

Communities

Organization and Community Practice social workers understand that engagement is an ongoing,

dynamic, and interactive process. Social workers understand that their personal experiences,

affective reactions, and biases have an impact on their ability to effectively engage diverse

individuals, families, groups, organizations, and communities. They use relationship-building,

leadership skills, and interdisciplinary collaboration to develop organizations, interact with

community stakeholders, engage in interorganizational partnerships, foster social change, and

build community capacity to address the social determinants of health and reduce health

inequities. Organizations and communities are open systems that are made up individuals,

families, and/or small groups; inherently, organizational and community practice social workers

engage with these constituencies even when focusing on larger systems and macro practice work.

Social workers:

• use critical thinking and reflection that leads to a mutually agreed upon focus of work and

desired outcomes with individuals, families, groups, organizations, and communities.

• select, adapt, and use collaborative approaches to engagement that build relationships.

• engage in interorganizational partnerships that foster social change and build community

capacity.

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

Organization and Community Practice social workers understand that assessment is an ongoing,

dynamic, and interactive process. Social workers understand that their personal experiences,

affective reactions, and biases have an impact on their ability to effectively assess diverse

individuals, families, groups, organizations, and communities. They use relationship-building,

leadership skills, and interdisciplinary collaboration to develop organizations, interact with

community stakeholders, engage in interorganizational partnerships, foster social change, and

build community capacity to address the social determinants of health and reduce health

inequities. Organizations and communities are open systems that are made up individuals,

families, and/or small groups; inherently, organizational and community practice social workers

engage with these constituencies even when focusing on larger systems and macro practice work.

Social workers:

• use critical thinking and reflection in assessment that leads to a mutually agreed upon

focus of work and desired outcomes with individuals, families, groups, organizations, and

communities.

• use assessment tools and approaches to understand the strengths and weaknesses of

policies, programs, and service delivery models.

• understand assessment as an ongoing component interorganizational efforts that foster

social change and build community capacity.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and

Communities

Organization and Community Practice social workers understand that intervention is an ongoing,

dynamic, and interactive process. Social workers understand that their personal experiences,

affective reactions, and biases have an impact on their ability to effectively intervene with

diverse individuals, families, groups, organizations, and communities. They use relationship-

building, leadership skills, and interdisciplinary collaboration to develop organizations, interact

with community stakeholders, engage in interorganizational partnerships, foster social change,

and build community capacity to address the social determinants of health and reduce health

inequities. Organizations and communities are open systems that are made up individuals,

families, and/or small groups; inherently, organizational and community practice social workers

engage with these constituencies even when focusing on larger systems and macro practice work.

Social workers:

• use critical thinking and reflection in developing and implementing interventions that

lead to a mutually agreed upon focus of work and desired outcomes with individuals,

families, groups, organizations, and communities.

• select, adapt, and use appropriate intervention models and approaches that emphasize

shared power, teamwork, and collaboration.

• negotiate, mediate, and advocate with and on behalf of diverse populations.

Competency 9: Evaluate with Individuals, Families, Groups, Organizations, and

Communities.

Organization and Community Practice social workers understand that evaluation is an ongoing,

dynamic, and interactive process. Social workers understand that their personal experiences,

affective reactions, and biases have an impact on their ability to effectively evaluate

interventions with diverse individuals, families, groups, organizations, and communities. They

use relationship-building, leadership skills, and interdisciplinary collaboration to develop

organizations, interact with community stakeholders, engage in interorganizational partnerships,

foster social change, and build community capacity to address the social determinants of health

and reduce health inequities. Organizations and communities are open systems that are made up

individuals, families, and/or small groups; inherently, organizational and community practice

social workers engage with these constituencies even when focusing on larger systems and

macro practice work.

Social workers:

• apply critical thinking in collecting culturally appropriate, valid and reliable data about

processes and outcomes with and on behalf of diverse individuals, families, groups,

organizations, and communities.

• critically analyze, monitor, and evaluate evidence-informed interventions to address the

social determinants of health, reduce health inequities, and build capacity.

• value multiple ways of knowing and use technology and qualitative and/or quantitative

methods to evaluate programs, policies, and models of service delivery.

OCP Specialization Coursework

The following courses are taken during the specialization year. This listing is modified as

necessary for students who may have fulfilled their required electives in previous semesters.

Fall Spring

OCP Practice III OCP Practice IV

OCP Policy II Advanced Research Option

Field III Field IV

Elective (if not taken prior) * Elective (if not taken prior) *

*Students are eligible to take any graduate elective offered by the University as long as it is

approved by the student’s academic advisor.

OCP students take a variety of different electives. Here is a list of electives that especially

relate to the OCP specialization:

SocW 504 Group Theory and Practice

SocW 512 International Social Work

SocW 525 Social Work with Women

SocW 527 The Mexican Experience in Chicago

SocW 532 Social Work in Corrections

SocW 533 Social Work Practice with LGBTQI Individuals and Communities

SocW 538 Social Work and Human Rights

SocW 544 Community Violence

SocW 546 Public Health Aspects of Adolescents and Youth

SocW 548 Social Entrepreneurship and Social Work

SocW 557 Social Work with Military Service Members

SocW 558 Social Work and the Law

Field Placements

In addition to coursework, all students undertake a field placement during their specialization

year. The field placement offers students an opportunity to begin developing the skills and

applied knowledge necessary to perform a variety of social work roles and tasks in diverse

organization and community practice settings. The types of field placement agencies are

varied and provide a wide range of organizational and community practice.

Students work closely with their field liaison advisor to select a placement that will best suit

their current learning goals and future career aspirations as social work leaders. The range of

OCP field placements is broad and varied, including organizations working in the following

areas:

• afterschool programs

• aging services

• community health

• community organizing

• community violence

• foundation funding and program evaluation

• food access and food justice

• homelessness, housing, and urban displacement

• human rights and environmental rights

• neighborhood and community development

• organizational advancement and development

• policy research and advocacy

• program development with diverse disenfranchised populations

• refugee resettlement

• youth development

During the field placement, students work under the supervision of an experienced social work

practitioner to develop and demonstrate the OCP competencies outlined above. Field placements

focus on macro practice skills in groups, organizations, and communities. Students work at their

field placement 3 days a week during their advanced practice year. At the end of each semester,

field instructors evaluate each student’s achievement and mastery of the OCP competencies.

Career Opportunities

The employment outlook for social workers is projected to be favorable over the course of

the next decade. Careers in macro social work practice, along with social work in general,

are expected to grow by 15% through 2026, which is faster than the average for all

occupations, according to the U.S. Bureau of Labor Statistics.1 Some of the highest paying

jobs in social work are in macro social work.2

The OCP specialization involves the development and management of human rights and

social justice initiatives to address the social inequalities of health in impoverished,

marginalized, and diverse urban communities. OCP students are prepared for a job market

that places increasing importance on developing and managing programs based on the social

1 Bureau of Labor Statistics. https://www.bls.gov/ooh/community-and-social-service/social-workers.htm

2 Lasuertmer, D. (2017). 50 highest paying jobs in social work. Available at:

https://www.bestmswprograms.com/highest-paying-careers-in-social-work/

determinants of health in addressing today’s complex social and health problems.

Career opportunities for OCP students are extensive because they are applied in all types of

organizations and are essential in leading social change and working for social justice and

human rights. Macro social workers build careers in many different types of organizations,

and in general are among the highest paid positions in social work.3

Local, State, and National Government Programs

Macro social workers work in local, state and federal government programs that focus on the

needs of populations at risk. Federal agencies that employ social workers include the Social

Security Administration, Veterans Administration, and Health and Human Services. Macro

practice social workers work as advocates and resources for legislation on behalf of

organizations and communities. They work in administrative roles in institutions of higher

education.

Nonprofit Organizations

Macro social workers are ideal leaders for nonprofits since they use group processes, grant

writing, collaboration, staff development, and research data to make decisions to maximize

efficient and effective services within organizations and communities. They take on a variety

of leadership tasks to ensure the nonprofit's success.

For Profit Organizations

Macro social workers start new businesses as social enterprises. They may be employed by

for-profit organizations such as banks and other types of corporate organizations. Today’s

worker expects corporations to be socially responsible. Communities expect corporations to

give back in some way, and thus corporate social responsibility helps companies be

successful.

Community Based Organizations

Community based organizations employ macro social workers as community organizers,

educators and policy analysts in support of programs within schools, hospitals and community

centers. Community based organizations turn to macro social workers to support social change

initiatives and new program design and implementation around such things as welfare support,

health and wellness programs, and policy change.

Policy Research and Political Practice

Social work research plays a part in government, nonprofits and communities. In an ever-

changing world influenced by factors ranging from technology to political elections to

evolving community systems, social work research helps to optimize the lives of people

within various communities. They may work as organizers in unions, serve as legislative

aides, and run for public office.

3 What careers are available in macro social work? Available at: https://onlinemsw.bu.edu/msw/resource/what-

careers-are-available-in-macro-social-work

25

Specialization Faculty

If you have any questions about the OCP specialization and/or careers in macro social

work in organizations and communities, please contact any of the following faculty who

currently teach in the specialization and serve on the OCP Committee:

Alice Butterfield, PhD, Chair akj@uic.edu

Karen D’Angelo, PhD krenanne@uic.edu

Barbara Coats, MSW bc1972@uic.edu

Branden McLeod, PhD bmcleod7@uic.edu

Sarah Reed, PhD screed@uic.edu

Edward Potts, MSW epotts@uic.edu

Mental Health Specialization

The Mental Health Specialization prepares students with competencies—the knowledge,

value, skills, cognitive and affective processes—for specialized practice in a variety of

public and public-supported behavioral health4 settings with at-risk populations in the

urban environment. Recent surveys indicate that more social workers are employed in

mental health than in any other single field of practice and that social workers provide

more mental health services in the United States than any other profession—two trends

that seem likely to continue into the future. Practice settings within the mental health

specialization include psychiatric hospitals, outpatient mental health facilities, family

agencies, programs for substance abuse disorders, and others. Mental health courses are

designed to give students an in-depth understanding of various clients ranging from those

with mild distress to those with severe mental health conditions including mood, anxiety,

psychotic, and personality disorders. Throughout the courses students are taught a

strengths-based and ecosystems approach to assessment and intervention. Course work

and the field practice experience are integrated to ensure the student’s acquisition of the

necessary knowledge and practice behaviors to work effectively with clients with a range

of mental health problems.

Specialized Mental Health Competencies

Building on the generalist social work foundation and consistent with the College’s

mission, coursework and field placements will help you to acquire the following

specialized competencies and behaviors related to advanced practice in mental health

with urban, at-risk populations:

1. Demonstrate Ethical and Professional Behavior

Social workers in behavioral health4 respect the worth, dignity, and integrity of all persons

with behavioral health issues, and advocate for their self-determination, access to treatment

and other services and the ethical use of technology and other interventions. To ensure

4 “Behavioral health refers to mental/emotional well-being and/or actions that affect wellness. Behavioral

health problems include substance use disorders; alcohol and drug addiction; and serious psychological

distress, suicide, and mental disorders.” Substance Abuse and Mental Health Services Administration

(SAMHSA), National Behavioral Health Quality Framework, Oct 30, 2014.

https://www.samhsa.gov/data/national-behavioral-health-quality-framework

26

ethical practice they use self-reflection, self-regulation, supervision, and consultation to

address how their attitudes and biases may influence their professional values and

behaviors. They recognize the role of social work in identifying and responding to the

needs of individuals, families, and groups affected by behavioral health and related issues

in the urban context. Social workers understand the social work specific, evidence-

informed frameworks and theories for mental health practice. Social workers:

• Demonstrate awareness of their own behavioral health related personal and

professional values through self-reflection and self-regulation.

• Identify and understand one’s own professional strengths, limitations, and

challenges.

• Apply ethical decision-making skills to working with persons with mental

illness.

• Identify opportunities for social work involvement in identifying and

responding to the needs of individuals, families, and communities affected by

mental illness and/or substance use disorders in the urban environment.

2. Engage Diversity and Difference in Practice

Social workers in behavioral health understand how issues of diversity—including gender,

race/ethnicity, age, sexual orientation, cultural background, and social class—influence the

assessment of and response to mental illness and substance use disorders. They understand

the intersectionality of behavioral health with multiple characteristics of diversity and

structural inequalities throughout the life course. They recognize that issues of diversity,

particularly among urban at-risk populations, may affect client vulnerability to mental

illness and substance use disorders, the course of mental illness and substance use

disorders, and client help-seeking behaviors. Social workers recognize the need for

cultural humility and understand how personal bias may influence all aspects of behavioral

health practice with diverse clients, families, and communities in the urban environment.

Social workers:

• Appraise their own values related to cultural humility and diversity in

behavioral health practice.

• Accurately identify behavioral health issues among diverse client

populations in the urban environment.

• Recognize how factors related to diversity may influence client functioning

and help-seeking behaviors.

• Implement assessment, intervention and evaluation tools that are appropriate

to diverse clients.

3. Advance human rights and social, economic and environmental justice

Social workers in behavioral health recognize and seek to address disparities in the

prevalence of behavioral health disorders and access to behavioral health services in the

urban context. They acknowledge how structural inequalities and social determinants may

create barriers to social, economic, and environmental justice for persons dealing with

behavioral health issues. As members of interprofessional teams they engage other

professions to recognize such barriers and to ensure that persons with behavioral health

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issues are aware of their rights. They are aware of stigma and shame associated with

mental illness and substance use disorders and seek to address discriminatory policies,

practices, and language at multiple levels. Social workers:

• Use knowledge of the effects of structural inequality, oppression,

discrimination and historical trauma on urban client populations to guide

assessment, treatment planning, and intervention.

• Intervene and advocate at multiple levels for health promotion, for the

reduction of health disparities, stigma, and discrimination among diverse

groups affected by mental illness and substance use disorders.

• Empower individuals and groups within local communities to advocate for

social, economic, and environmental justice for persons with behavioral health

issues and their caregivers.

4. Engage in research-informed practice and practice-informed research

Social workers in behavioral health are familiar with and understand evidence-informed

assessment, intervention, and evaluation models and tools related to behavioral health.

They are familiar with and understand evidence-informed program models and policies

related to behavioral health and use practice experience and theory to inform research.

They identify critical gaps and promote the adoption of evidence-informed practice within

organizations. Social workers understand how to develop and use technology to evaluate

effective behavioral health interventions, programs, and policies for diverse urban

populations. Social workers:

• Identify and implement appropriate evidence-informed assessment,

intervention, and evaluation models and tools for diverse clients.

• Apply and extend generalist research skills to the evaluation of behavioral

health practice with diverse clients.

• Collaborate as appropriate with other evaluators/researchers to assess

intervention efficacy and effectiveness.

5. Engage in policy practice

Social workers in behavioral health understand how a vast array of policies at the

organizational, tribal, local, state, and federal level influence the funding, design, and

delivery of services for persons with mental health and substance use issues and their

caregivers. They apply critical thinking to analyze the effects of social policies on persons

with behavioral health concerns, with special attention to persons from marginalized

groups and those facing cumulative disadvantages. Social Workers:

• Educate key stakeholders on how policies related to behavioral health affect

social inclusion and human rights, and social, economic, and environmental

justice.

• Apply policy practice skills for behavioral health programs and services as

well as for individuals, groups & communities affected by mental illness and

substance use disorders.

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6. Engage with individuals, families, groups, organizations, and communities

Social workers in behavioral health recognize and understand the diverse client groups and

constituencies affected by mental illness. They understand the myriad factors that promote

and/or hinder engagement in behavioral health services by diverse, urban clients. They

possess self-awareness and self-regulation to promote client engagement. Social workers:

• Engage diverse client groups and constituencies in behavioral health practice.

• Attend to interpersonal dynamics and contextual factors that strengthen

and/or threaten the therapeutic alliance.

• Establish relationally-based processes that encourage clients to be equal

participants in the establishment of intervention goals and expected

outcomes.

7. Assess individuals, families, groups, organizations, and communities

Social workers in behavioral health utilize ecosystems theory, strengths-based, and

person/family centered framework to conduct assessments that value the resilience of

diverse individuals, families, and caregivers. They utilize evidence-informed

multidisciplinary and multidimensional assessment methods, tools, and technologies and

modify them as necessary to address the needs of diverse, at-risk groups. They conduct

comprehensive biopsychosocial assessments taking into account multiple risk and

protective factors. They understand the etiology, nature, and course of selected behavioral

health conditions among diverse urban populations. Social workers:

• Effectively conduct comprehensive behavioral health assessments with

diverse clients.

• Identify and assess client strengths and effective coping strategies.

• Assess clients’ readiness for change.

• Evaluate, select and utilize appropriate assessment methods and instruments

for use with diverse populations.

• Use and integrate multiple domains and sources of assessment information

and communicate with other professionals to inform a comprehensive plan

for intervention.

8. Intervene with individuals, families, groups, organizations, and communities

Social workers in behavioral health build on comprehensive biopsychosocial assessments

to plan and implement effective and culturally appropriate interventions for persons with

behavioral health issues and their caregivers and communities. They value and draw on

strengths-based and person/family centered approaches to ensure that interventions are

consistent with mutually agreed on goals at multiple levels. They are knowledgeable

about, critically analyze, and apply evidence-informed interventions as well as emerging

practices. They use technological resources, where appropriate, to improve quality of care.

They collaborate with other professionals, as needed, to provide comprehensive care.

Social workers:

• Identify appropriate person/family centered interventions that take into

account contextual disparities and are targeted to diverse clients, families,

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and groups.

• Implement evidence-informed interventions appropriate to urban at-risk

populations.

• Monitor and modify interventions as needed to respond to diversity and

individual, family, and environmental challenges.

• Use technology to document and promote care coordination.

9. Evaluate with individuals, families, groups, organizations, and communities

Social workers in behavioral health are familiar with behavioral health related evaluation

methodologies. They are familiar with evaluation tools for behavioral health practice and

recognize the potential effects of intervention on multiple levels. They value the role of the

client and caregivers as contributors to evaluation and seek to include their input in

evaluation efforts. As appropriate, they modify treatment plans based on treatment

monitoring and evaluation feedback. They communicate evaluation findings and

implications for improvement across multiple levels of behavioral health practice.

Social workers:

• Apply research skills to the evaluation of behavioral health practice.

• Identify and use appropriate evaluation tools with diverse clients.

• Communicate and disseminate evaluation results as appropriate.

Mental Health Specialization Coursework

The following courses are taken during the specialization year. This listing is modified as

necessary for students who may have fulfilled their required electives in previous

semesters.

Fall Spring

Practice III: Mental Health Practice IV: Mental Health

Mental Health Policy Advanced Research elective

Field III Field IV

Elective* Elective*

*Students are eligible to take any graduate elective offered by the University as long as it

is approved by the student’s academic advisor. Some of the typical electives that mental

health students take include:

Crisis Intervention Drug and Alcohol Abuse

Social Work with Women HIV/AIDS: Social Work Challenges

Aging Populations Sexual Minority Communities

Community Violence Practice with Family Violence, Neglect and

Abuse

Mental Health Issues with Practice with Children

Children & Adolescents Clinical Interventions

Advanced Clinical Social

Work Practice in Integrated Care

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Field Placements

In addition to coursework, all students undertake a field placement during their

specialization year. The field placement offers students an opportunity to begin

developing the skills and applied knowledge necessary to perform a variety of social work

roles and tasks in diverse mental health settings. The types of activities that student

engage in during their placements are varied and include strengths-based assessment

within an ecosystems perspective, treatment and intervention planning, the provision of

mental health interventions with individuals, families, groups and communities, advocacy

on behalf of clients, and the evaluation of their social work practice with diverse client

systems. During the field placement students work directly with clients under the

supervision of an experienced social work practitioner to develop and demonstrate the

practice behaviors outlined above.

Students work closely with their field liaison advisor to select a placement that will best

suit their current learning goals and future career aspirations. The range of mental health

related field placements is quite broad and can include inpatient psychiatric facilities, crisis

centers, community mental health centers, outpatient treatment facilities, Veterans

Administration hospitals, group homes, employee assistance programs, domestic violence

shelters and others.

Students work at their field placement 3 days a week during their advanced practice year.

Specialization Faculty and Field Liaison:

If you have any questions about the mental health specialization and/or careers in social

work in mental health settings, please feel free to contact any of the following faculty:

Kimberly Jenkins, MSW, ktboyd@uic.edu

Sonya Leathers, PhD, sonyal@uic.edu

Jack Lu, PhD, jjl@uic.edu

Christopher Mitchell, PhD, cgm@uic.edu

James Swartz, PhD, jaswartz@uic.edu

Amy Watson, PhD, acwatson@uic.edu

Integrated Behavioral Health Care Training Program

This program offers training in evidence-based mental health practice with

children, adolescents, adults, or older adults with mental health issues for effective

behavioral health care in integrated (mental health/medical) care settings. The child and

adolescent track of this program incorporates the Certificate Program in Evidence-Based

Mental Health Practice with Children. Students admitted to the Mental Health

Specialization and School Social Work Specialization are eligible to apply for this

program. Students admitted into this program complete the core coursework required for

their respective specialization. A minimum of six credits of electives is required for

completion of the MSW degree. SocW539: Mental Health Issues of Children and

Adolescents fulfills one of the required elective courses and is required for students in the

child and adolescent track of this program. Students should consult with their advisor or

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the training program coordinator regarding other elective requirements/options. Students

in the training program have a field placement in one of several specially selected mental

health agencies or schools committed to using evidence-based practice to treat children

with mental health issues. Prior to beginning their field placement, these students

participate in a workshop on evidence-based practice. Throughout the academic year,

these students also participate in a series of specialized integrative seminars.

Health Social Work Practice

Students who are interested in Health Social Work Practice may choose the Mental

Health or Child and Family Specialization. Required and elective coursework in

conjunction with a health-related field placement prepares students to practice in a variety

of health settings, with special attention to the poor, oppressed, racial and ethnic

minorities, and other at-risk urban populations.

Suggested Electives:

In addition to the required Practice III/IV courses students interested in Health Social

Work Practice are encouraged to consider the following electives:

SocW 527 Advanced Clinical Social Work Practice in Integrated Healthcare

SocW 527 Clinical Interventions

SocW 527 Psychological Trauma

SocW 522 Crisis Intervention

SocW 521 Aging Populations and Social Work Responses

SocW 523 Drug and Alcohol Abuse and Social Work Practice

SocW 545 HIV/AIDS: Social Work Challenges

SocW 539 Mental Health Issues with Children and Adolescents

Field Placement Sites:

Within the Mental Health and Child and Family Specializations there are field

placements in a variety of health-related settings including hospitals, rehabilitation

centers, hospice, outpatient settings, and others. Consult the field placement database for

the full range of options.

Faculty Contact:

Students interested in Health Social Work Practice may contact faculty member

Sarah Reed, MSW, MPH, PhD at screed@uic.edu

School Social Work Specialization The School Social Work Specialization prepares students with competencies for

advanced practice in public school settings with at-risk populations in the urban

environment. The specialization employs an ecological perspective to develop school

social work practice, and focuses on the transactions between students and environment.

Practice settings within the school social work specialization include Chicago Public

Schools, as well as, some charter and suburban public-school settings which provide

special education services to youth.

The specialization develops practitioners who can intervene at multiple levels and

systematically analyze schools and make recommendations for change at the individual,

group, school-wide, district-wide, community or larger levels.

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Overall, key elements in the curriculum include: classroom and school-wide

interventions, interdisciplinary teams, family empowerment, teacher consultation,

community interventions, as well as group and family interventions. School Social Work Competencies5

Building on the generalist social work foundation and consistent with the College’s mission,

this course will help you acquire the following competencies related to advanced practice in

school social work with urban, at-risk populations:

1: Demonstrate Ethical and Professional Behavior

School social workers understand and apply values of the profession and its ethical

standards using NASW Code of Ethics as a foundation, as well as relevant laws and

regulations. School social workers understand the framework for ethical decision-making

and how to critically analyze ethical dilemmas in practice, research, and policy arenas

within a host setting [ISBE Standard 9A]. School social workers understand: (1) The ethical

issues and dilemmas unique to working with students in urban school settings; (2) The

ethical issues involved in the use of technology, data collection, measurement and

application of research models in schools; and (3) Federal and state laws and regulations as

they pertain to ethical practice (e.g. IDEA, Sec 504, FERPA) [ISBE Standard 9B] and the

legal and ethical principles of confidentiality as they relate to school social work [ISBE

Standard 9C].

School Social Workers:

• Identify as a professional school social worker and demonstrates

professional demeanor in behavior, appearance, and oral, written, and

electronic communication [ISBE Standard 9].

• Understand how to work in inter-professional and multidisciplinary teams

[ISBE Standard].

• Recognize the role of the school social worker in identifying and

responding to the needs of the students and their families in school settings.

• Use reflection and self- regulation to manage personal values and maintain

professionalism in practice situations [ISBE Standard 10C].

• Recognize the range of roles that a school social worker plays within a

school setting.

• Understand ecological systems frameworks, the strengths perspective and

evidence-informed practice as it relates to students in urban school settings.

• Use supervision and consultation to guide professional judgment and

behavior [ISBE Standard 1F I1L].

• Understand the application of social learning theories and other current

trends in identifying and developing prevention programs inschools [ISBE

Standards 2D, 3A].

• Use technology ethically and appropriately to facilitate practice outcomes.

5 The school social work specialization is aligned with the Council on Social Work Education (CSWE) and

Illinois State Board of Education (ISBE) accreditation standards.

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• Use supervision and consultation to guide professional judgment [ISBE

Standard 10D].

2. Engage Diversity and Difference in Practice

School social workers understand how diversity and difference characterize and shape the

human experience and are critical to the formation of identity. The dimensions of diversity

are understood as the intersectionality of multiple factors including but not limited to age,

class, color, culture, disability and ability, ethnicity, gender, gender identity and expression,

immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual

orientation, and tribal sovereign status. Specifically, social workers examine how these

multiple factors play a role in youths’ school experiences [ISBC Standard 8C,8D].

School social workers critically analyze how issues of difference as well as privilege,

oppression and environmental justice may also influence the assessment of, and response to

school social work populations. School social workers recognize the need for cultural

humility and reflect on how personal bias may influence all aspects of social work practice

and research with diverse clients, families, and communities. School social workers further

understand how issues of diversity oppression and poverty may affect client vulnerability

and help-seeking behaviors. School social workers utilize appropriate assessment tools and

interventions strategies that reflect diverse student needs [ISBE Standard 8C]. School social

workers recognize how developmental level, socioeconomic status, culture, race, ethnicity,

disability, gender, sexual orientation and urban environment affect the educational

functioning of children, and understand how cultural factors serve as protective factors and

promote resilience of students. School social workers respect the impact of cultural, racial,

ethnic, socioeconomic status, gender and sexual orientation on the educational environment

and utilize students’ diversity to enrich the educational experiences of all students [ISBE

Standard 8C]. Moreover, school social workers critically analyze the issues of second

language acquisition and the immigrant experience, and seek to develop strategies to

support students and families [ISBE Standard 8D].

School social workers:

• Practice gender equity and avoid sex-role stereotyping.

• Appraise their own values related to personal biases and exhibit cultural humility in

implementing school social work interventions, policies and research.

• Engage and collaborate with parents and the community in mutual decision-making

that honors difference and diversity in the assessment process.

• Facilitate a learning environment in which individual differences are respected and

the negative consequence of differences may be reduced.

3. Advance Human Rights and Social, Economic, and Environmental Justice

School social workers understand: (1) The need to improve students’ access to services and

resources; (2) The ways in which social, economic, and environmental disparities at the

school and neighborhood levels affect student achievement and; (3) The use of policy

practice to advance social and economic well-being and to deliver effective social work

services.

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School Social Workers use policy practice skills to:

• Empower children, their families, educators, and others to gain access to and

effectively use school and community resources.

• Develop effective advocacy strategies and skills to support vulnerable children

individuals, families and school systems.

• Demonstrate an understanding of the role of school personnel as mandated reporters

and the function of the state child welfare agency [ISBE Standard 2G, 5F].

• Demonstrate an understanding of parents’/guardians’ and students’ rights regarding

assessment and evaluation [ISBE Standard 71].

4. Engage in Practice-informed Research and Research-informed Practice Social

workers

School social workers’ knowledge of the principles of logic and scientific inquiry support

the selection of valid and reliable assessment tools appropriate for use in schools. School

social workers understand quantitative and qualitative research methods, and how to

evaluate evidence-based or evidence-informed interventions, programs, and policies in

schools. School social workers, via the use of technology, recognize how to interpret and

utilize research to evaluate and guide professional interventions and to translate research

findings into effective school social work practice [ISBE Standard 10E].

School social workers:

• Maintain relevant data to assist in planning, management, and evaluation of

school social work [ISBE Standard 3K].

• Collect, analyze and interpret data to evaluate and modify interventions when

necessary [ISBE Standard 3L].

• Use evidence-informed research and professional literature to guide

assessments, interventions and evaluation models [ISBE Standard 10 C].

• Evaluate their own practice with individual youth groups or programs within a

school setting.

• Utilize appropriate assessment tools and intervention strategies that reflect

diverse student needs [ISBE Standard 8M].

• Apply critical thinking skills to identify gaps in services and areas for ongoing

school-based research.

• Conduct a needs-assessment to plan for service delivery in urban schools

[ISBE Standard 3B] and evaluate the service plan to inform and improve

practice, policy and service delivery.

• Interpret information about students’ families, cultures, and communities in

assessments, interventions, and evaluations of student progress [ISBE

Standard 4E].

• Develop competence in using a variety of non-discriminatory formal and

35

informal tools and techniques to help determine the efficacy of intervention

and programs [ISBE Standard 4T].

• Develop competence in integrating and using technology for assessments,

interventions, and information management [ISBE Standard 3E].

5. Engage in Policy Practice

School social workers understand that human rights, social justice, social welfare and

school-based policies and services are mediated by policies and [their] implementation at

the federal, state, school district and local levels (ISBE Standard 9E). They understand the

need to engage in policy practice to advance the social and economic well-being and to

deliver effective school social work services (ISBE Standard 6A).

School social workers are knowledgeable about:

• Policy formulation, analysis, implementation, and evaluation.

• The application of critical thinking to analyze, formulate, and advocate for policies

that advance human rights and social, economic, and environmental justice (ISBE

Standard 6A).

• Legislative, judicial and administrative processes by which educational policies are formed.

• Ways in which school social workers can influence policy in urban schools and

communities.

• Advocacy methods on behalf of individuals, families, and school (ISBE Standard

2C).

• How to work with administrators and other school personnel to make changes within

the school environment [ISBE Standard 7I].

6. Engage with Individuals, Families, Groups, Organizations, and Communities

School social workers’ knowledge of theories of human behavior, learning and the social

environment are used to facilitate engagement with students and other constituencies,

including individuals, families, groups and organizations (ISBE Standard 3A). School social

workers understand the need to engage parents (i.e., adoptive, biological and other critical

youth caretakers) in all services for the benefit of students’ educational outcomes. School

social workers understand that engagement is an ongoing component of the dynamic and

interactive process in the school community, value the importance of human relationships

and understand the need to engage all segments of the school-based community on behalf of

students. School social workers also understand the need to engage parents, (adoptive,

biological and other critical youth caretakers) in all services for the benefit of the student’s

educational outcome.

School social workers value the relationships in the school setting and recognize the

importance of inter-professional collaboration amongst school staff, community

organizations, parents, and professional groups. They promote ongoing school-community

contacts and engagement via presentations, programs and other strategies such as home

visits, community visits that create a welcoming environment for the student and their

families. School social workers provide leadership in programs that address and promote

social justice and juvenile justice in schools and communities in their work with youth.

School Social workers will actively collaborate with other professions in planning

36

interventions and service delivery models that engage all possible segments of the school

community to ensure the student can be immersed in a productive and positive environment

that supports their social/emotional development. School social workers also understand

community means the district and area in which a school is physically situated. Community

also implies local, national and international milieus and relationships that impact students

and their lives.

School social workers understand:

• Methods of prevention and intervention services to individual, groups, and families

using evidenced-based or evidence-informed practices (ISBE Standard 2D).

• Methods of individual, group, family, and crisis counseling (ISBE Standard 2A).

• The interdisciplinary approach to service delivery within the educational

environment (ISBE Standard 2E).

• The need to utilize technology when appropriate to deliver services to a school-

based audience.

7. Assess Individuals, Families, Groups, Organizations, and Communities

School social workers will provide assessment and evaluative services to individual, groups,

and families using appropriate evidenced-based or evidenced-informed assessment tools

that are grounded in theories of human behavior and social environment (ISBE Standard

4E). Demonstrated efforts must be made to locate and advocate for the use of assessment

instruments that consider diversity and cultural needs of specific groups in which the

student has primary identity including indigenous tribes (ISBE Standard 4L). School Social

workers will actively engage with the entire school community to identify and assess

diverse and unique needs within the school community, and actively provide supports and

services within cultural contexts to ensure that children are successful academically.

School social workers will:

• Critically evaluate and apply their knowledge to facilitate engagement with

student constituencies, including individuals, families, groups, organizations

and immediate and external school communities.

• Understand the need to engage parents (i.e., adoptive and biological, and

other critical youth caretakers) in all services for the benefit of students’

educational outcome [ISBE Standard 4I].

• Promote and encourage ongoing school-community contacts and

engagement via presentations, programs and other strategies, such as home

visits, community visits that create a hospitable, welcoming environment for

the learner.

• Provide leadership in promoting social justice within the school and

community.

• Actively involve other professions in planning and delivery of service.

• Endorse the use of preventions, interventions and evidenced-based

assessment that utilizes technology to deliver the service to an extended

school-based audience.

37

• Actively include programs that address and promote social and juvenile

justice functions within its content. Intervention strategies will engage all

possible segments of the school community to ensure the student can be

immersed in a productive and positive environment that supports positive

social/emotional development.

8. Intervene with Individuals, Families, Groups, Organizations

School social workers understand that intervention and prevention services are ongoing

components of the dynamic and interactive process of social work practice in schools with, and on

behalf of, diverse individuals, families, and groups. School social workers are knowledgeable

about evidence-informed interventions to achieve the goals of clients and constituencies, including

schools (where they practice), families, groups, organizations,and communities. Building on

foundational knowledge of human behavior in the social environment, they can critically access,

evaluate and apply knowledge, skills and values to effectively intervene with students, families

and other constituencies from an inter-professional and multidisciplinary perspective.

School Social Workers:

• Recognize the importance of inter-professional teamwork and

communication in interventions, recognizing that to maximize outcome

interdisciplinary, inter-professional and inter-organization collaboration is

necessary [ISBE Standard 5a, 5B].

• Critically choose and implement the most appropriate intervention to achieve

the best outcome (ISBE Standard 71).

• Provide leadership, information, and guidance to all levels of the school

community regarding all interventions to ensure inclusion of diverse and

vulnerable populations (ISBE Standard 8A, 8 C, 8D, 2 E, 2 H, 2I).

9. Evaluate Practice with Individuals, Families, Groups

School social workers understand that evaluation is a necessary component of the dynamic

and interactive process of school social work practice with, and on behalf of, diverse

individuals, families, groups, organizations, and communities. School social workers

recognize the importance of evaluating processes and outcomes to advance school practice,

policy, and service delivery effectiveness. School social workers understand theories of

human behavior and the social environment, and critically evaluate and apply this

knowledge in evaluating student outcomes.

School social workers:

• Understand the role that qualitative and quantitative methods play in evaluating a

school and student outcomes (ISBE Standard 4A, 4C, 4D 4 E, 4K).

• Select and use appropriate methods for evaluating outcomes; apply knowledge of

human behavior and the social environment, person-in-environment, and other

multidisciplinary theoretical frameworks in the evaluation of outcomes (ISBE

Standard 2D, 3A, 4Q).

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• Critically analyze, monitor, and evaluate intervention and program.

School Social Work Specialization Coursework

Students must achieve a passing score on one of the following examinations: (a) the ISBE

Test of Academic Proficiency; (b)ACT plus writing; (c)SAT plus writing, prior to entering

the school social work specialization. This exam is one of two exams for Professional

Educator License/School Social Worker Endorsement. The following specialization

curriculum prepares students to sit for the School Social Work Content Area Test, the

second required exam. Both exams are necessary components in the school social worker

licensure process within the state of Illinois.

Fall Courses (1st semester)

Practice III: School Social Work Practice

School Social Work Policy

SPED 410 (if not taken prior) *

Field III

Spring Courses (2nd semester)

Practice IV: School Social Work Practice

Advanced School Social Work Research

Elective (if not taken prior) *

Field IV

*SPED 410 Survey of Characteristics of Learners with Disabilities is offered through the

College of Education and is a mandated elective which must be taken (or its equivalent) by

all School Social Work students. This course is advised to be taken in the fall (offered

spring and summer as well) and requires 30 hours of observation of a student receiving

special education services.

**Students are eligible to take any graduate elective offered by the University as long as it

is approved by the student’s academic advisor.

Some of the typical electives that school social work students take include:

Crisis Intervention

Drug and Alcohol Abuse

Social Work with Women

Sexual Minority Communities

Practice with Children

Community Violence

Practice with Family Violence, Neglect, and Abuse

Mental Health Issues with Children and Adolescents

39

Field Placements

In addition to coursework, all students undertake a field placement during their

specialization year. The field placement offers students an opportunity to begin developing

the skills and applied knowledge necessary to perform a variety of social work roles and

tasks in diverse school settings. All students complete a two-semester, 3 days a week,

specialization-specific, advanced field placement in a Chicago metropolitan area school

setting. Field sites are investigated by the College’s field office for their appropriateness in

meeting the specialization’s competencies before they can be approved. During the field

placement students work directly with clients under the supervision of an experienced social

work practitioner to develop and demonstrate skills and competencies as outlined above.

Students also work closely with their field liaison advisor to select a placement that will

best suit their current learning goals and future career aspirations. Students will follow the

schedule of the public school setting (e.g., report to internship in August and conclude the

following June).

At the end of each semester field instructors evaluate each student’s mastery of the

competencies. In addition, at the end of the spring semester students complete an

assessment which further assesses practice behavior acquisition and mastery.

Career Opportunities

Graduates of the school social work specialization will possess advanced knowledge,

values, and skills for practice in public schools and school-linked settings that serve youth

and families, and will be generally well prepared for an array of employment and leadership

roles at multiple levels of social work practice with urban, diverse, or at-risk populations.

Specialization Faculty:

If you have any questions about the school social work specialization and/or careers in

school social work settings, please feel free to contact any of the following faculty:

Annette Johnson (Chair) ajohns5@uic.edu

Otima Doyle, PhD doyleo@uic.edu

Julie Fisher, MSW fisherj@uic.edu

Aaron Gottlieb, PhD agott19@uic.edu

Kimberly Jenkins, MSW ktboyd@uic.edu

Link to approved field instruction agencies: http://tinyurl.com/j6r957u

This is not an exhaustive list.