MASTER OF SOCIAL WORK (MSW) - TARLETON STATE UNIVERSITY
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TARLETON STATE UNIVERSITY
MASTER OF SOCIAL WORK (MSW)
STUDENT HANDBOOK
2022-2023
This handbook provides information to social work graduate students and other interested constituents about the
policies and procedures of the MSW Program at Tarleton State University.
Revised June 2022
COLLEGE OF HEALTH SCIENCES
SCHOOL OF HEALTH AND SERVICE PROFESSIONALS
ASSOCIATE VICE PRESIDENT AND EXCUTIVE DEAN
Dr. Ramona Parker
DEPARTMENT OF SOCIAL WORK AND COMMUNICATION SCIENCES AND DISORDERS
DEPARTMENT HEAD
Dr. Josphine Chaumba
MSW FACULTY
MSW PROGRAM DIRECTOR
Dr. Tiffany Bice Wigington, LMSW
(817) 717-3693
wigington@tarleton.edu
MSW FIELD DIRECTOR
Dr. Veronica Molina, LMSW, ACSW
254-299-8887
VMOLINA@tarleton.edu
Dr. Felicia Murray, LCSW
(817) 484-4228
FMURRAY@tarleton.edu
Dr. Josphine Chaumba
Dr. Misty Smith, LMSW-IPR
254-968-0710
mistysmith@tarleton.edu
Dr. Melody Aye Loya, LMSW-IPR
(254) 968-1696
loya@tarleton.edu
Dr. Amanda Wilson Harper, LCSW, MDiv.
WILSONHARPER@tarleton.edu
Dr. Natalee Oliver, LCSW, Gerontologist, LNFA, BBA
NGOLIVER@tarleton.edu
ADMINISTRATIVE ASSOCIATE
Teresa Sanders
254-968-9276
TSANDERS@tarleton.edu
CAMPUS LOCATIONS
STEPHENVILLE
1333 W. Washington St., Stephenville, TX 76401
FORT WORTH WACO
10636 Old Granbury Rd., Crowley, TX 76036 1400 College Drive, Waco, TX 76708
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TABLE OF CONTENTS
COLLEGE OF HEALTH SCIENCES................................................................................................................ ii
DEPARTMENT OF SOCIAL WORK AND COMMUNICATION SCIENCES AND DISORDERS ...................... ii
DEPARTMENT HEAD ................................................................................................................................ ii
MSW FACULTY ....................................................................................................................................... ii
CAMPUS LOCATIONS ................................................................................................................................... ii
WELCOME .................................................................................................................................................... 6
TARLETON STATE UNIVERSITY .................................................................................................................. 6
MISSION STATEMENT .............................................................................................................................. 6
VISION ...................................................................................................................................................... 6
VALUES AND STATEMENTS ..................................................................................................................... 6
MSW MISSION STATEMENT AND PROGRAM GOALS ............................................................................ 6
MSW STUDENT HANDBOOK OVERVIEW ................................................................................................... 8
WHAT IS SOCIAL WORK?........................................................................................................................ 9
THE MSW PROGRAM ADMISSIONS PROCESS........................................................................................ 9
COLLEGE OF GRADUATE STUDIES ADMISSIONS CRITERIA.............................................................. 9
MSW ADMISSIONS REQUIREMENTS .................................................................................................. 9
EVALUATION OF APPLICATION AND DECISION NOTIFICATION ..................................................... 10
TRANSFER CREDITS/COURSE SUBSTITUTION ...................................................................................... 10
CREDIT FOR LIFE EXPERIENCE ............................................................................................................ 11
THE MSW PROGRAM AT TARLETON STATE UNIVERSITY ..................................................................... 12
MASTER OF SOCIAL WORK CURRICULUM .......................................................................................... 12
FIELD PRACTICUM EXPERIENCE .......................................................................................................... 12
FRAMEWORK OF THE CURRICULUM .................................................................................................... 13
MSW SOCIAL WORK PROGRAM OPTIONS .......................................................................................... 14
SOCIAL WORK EDUCATION AND ACCREDITATION ................................................................................. 15
COMPETENCY-BASED EDUCATION ...................................................................................................... 15
CSWE COMPETENCIES ......................................................................................................................... 16
GENERALIST COMPETENCIES AND BEHAVIORS .............................................................................. 16
ADVANCED INTEGRATIVE SOCIAL WORK PRACTICE COMPETENCIES AND BEHAVIORS ............ 19
2022-2023 ACADEMIC YEAR ................................................................................................................. 23
MSW PROGRAMS OF STUDY ............................................................................................................. 23
COURSE SEQUENCE ............................................................................................................................... 23
GENERALIST COURSES ...................................................................................................................... 23
iiiSPECIALIZED PRACTICE: ADVANCED INTEGRATIVE SOCIAL WORK PRACTICE COURSES ......... 23
MSW COURSE DESCRIPTIONS .............................................................................................................. 24
MSW PROGRAM STUDENT EXPECTATIONS, POLICIES, AND RESOURCES ............................................ 28
ACADEMIC HONESTY ............................................................................................................................ 28
ACADEMIC CIVILITY STATEMENT ....................................................................................................... 28
DIVERSITY, EQUITY, AND INCLUSION .................................................................................................. 28
PROFESSIONAL ETIQUETTE .................................................................................................................. 28
EMAIL COMMUNICATION ..................................................................................................................... 29
OFFICE HOURS AND APPOINTMENTS ................................................................................................... 29
MSW STUDENT ADVISING .................................................................................................................... 29
CONFIDENTIALITY ................................................................................................................................. 29
SELF-DISCLOSURE STATEMENT ........................................................................................................... 30
PUBLICATION MANUAL OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION .................................. 30
CLASS ATTENDANCE ............................................................................................................................. 30
MSW PROGRAM ATTENDANCE EXPECTATIONS ................................................................................. 30
TEMPORARY DISABILITY/ABSENCE ACCOMMODATIONS................................................................... 31
MSW ACADEMIC AND PROFESSIONAL PERFORMANCE ......................................................................... 32
HOW THE MSW PROGRAM DEFINES ACADEMIC AND PROFESSIONAL PERFORMANCE .................. 32
ACADEMIC AND PROFESSIONAL EXPECTATIONS ................................................................................ 32
ACADEMIC AND PROFESSIONAL PERFORMANCE EVALUATION CRITERIA ........................................... 34
PROFESSIONAL PERFORMANCE EVALUATION .................................................................................... 35
ACADEMIC PERFORMANCE EVALUATION ........................................................................................... 35
LEVELS OF REVIEW ............................................................................................................................... 36
ACADEMIC APPEAL PROCESS ................................................................................................................... 37
IMPAIRED PERSONAL PERFORMANCE ............................................................................................. 38
TERMINATION OF SOCIAL WORK STUDENTS FOR NON-ACADEMIC REASONS ............................. 39
DEFINITION OF NON-ACADEMIC PROFESSIONAL IMPAIRMENT .................................................... 39
FILING A WRITTEN COMPLAINT ...................................................................................................... 40
TARLETON STATE UNIVERSITY STUDENT SERVICES .............................................................................. 41
RESOURCES AND SUPPORT SERVICES FOR STUDENTS WITH DISABILITIES ...................................... 41
CAREER SERVICES ................................................................................................................................. 41
PROFESSIONAL AND PERSONAL DEVELOPMENT OPPORTUNITIES FOR MSW STUDENTS.................... 43
STUDENT ORGANIZATIONS AT TARLETON STATE UNIVERSITY ........................................................ 43
STUDENT SOCIAL WORK ASSOCIATION (SSWA) ............................................................................ 43
PHI ALPHA ZETA HONOR SOCIETY .................................................................................................. 43
ivSOCIAL WORK ADVISORY COUNCIL ........................................................................................................ 44
EXTERNAL PROFESSIONAL SOCIAL WORK ORGANIZATIONS ............................................................ 44
NATIONAL ASSOCIATION OF SOCIAL WORKERS (NASW) ............................................................. 44
NATIONAL ASSOCIATION OF BLACK SOCIAL WORKERS (NABSW).............................................. 44
LATINO SOCIAL WORKERS ORGANIZATION (LSWO) .................................................................... 44
NORTH AMERICAN ASSOCIATION OF CHRISTIANS IN SOCIAL WORK (NACSW)......................... 44
SCHOLARSHIPS FOR GRADUATE STUDENTS ........................................................................................ 45
SCHOLARSHIPS FOR MSW STUDENTS.................................................................................................. 45
vWELCOME
We are so excited that you have decided to join the Tarleton family as an MSW student. The MSW Faculty and staff
have developed an outstanding program that provides an inclusive, contemporary, and integrative approach to
uniquely develop your individual knowledge, skills, and values as an Advanced Integrative Social Work
Practitioner. The MSW Handbook, in combination with the MSW Orientation, is designed to help you start the
MSW program off on the “right” foot.
TARLETON STATE UNIVERSITY
MISSION STATEMENT
Tarleton State University, a founding member of The Texas A&M University System, transforms
generations by inspiring discovery, leadership, and inclusion through educational excellence.
VISION
Tarleton will be the premier comprehensive regional university in the nation, with a keen focus on student
success, teaching, and research.
VALUES AND STATEMENTS
Excellence
Tarleton Texans pursue greatness in all efforts, promoting a spirit of leadership, adaptability, and
innovation for exceptional outcomes and a better world.
Integrity
Tarleton Texans hold to the highest ethical standards and commit to serving others through transparency
and accountability in everything we do.
Respect
Tarleton Texans create an inclusive community by embracing diverse perspectives with civility, honoring
tradition, and promoting teamwork so everyone thrives.
MSW MISSION STATEMENT AND PROGRAM GOALS
The mission of the Tarleton State University, MSW Program, is to holistically prepare versatile advanced integrative
social work practitioners, leaders, and advocates equipped to address and impact dynamic social problems, including
health disparities and social inequalities, through inclusive, contemporary, and integrative approaches.
• Prepare competent and effective advanced integrative social work practitioners, leaders, and advocates by
providing appropriate knowledge, values, and skills to serve individuals, families, groups, organizations, and
communities.
• Develop advanced integrative social work practitioners, leaders, and advocates who promote social justice,
dignity and worth of the individual, the importance of human relationships, human rights, and scientific
inquiry, and who are characterized by integrity, competence, and service; and,
• Produce advanced integrative social work practitioners, leaders, and advocates who promote and lead in
policy development and service delivery for human rights and social, economic, and environmental justice
within a global context.
PROFESSION’S PURPOSE
“The purpose of the social work profession is to promote human and community well-being. Guided by a person-in-
environment framework, a global perspective, respect for human diversity, and knowledge based on scientific
inquiry, the purpose of social work is actualized through its quest for social and economic justice, the prevention of
conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all
persons, locally and globally.” (pg. 5, 2015 EPAS)
6
MSW Student HandbookThe MSW program mission supports the purposes of the social work profession in the following ways:
• Our mission emphasizes the promotion of human and community well-being through the intentional
preparation of advanced integrative social work practitioners, leaders, and advocates equipped to address
and impact dynamic social problems, including health disparities and social inequalities.
• We understand the importance of inclusive, contemporary, and integrative approaches to address individual,
group, and community needs to prevent conditions that limit human rights.
• Our integrative approach allows for the effective use of knowledge, based in scientific inquiry, to promote
social and economic justice and eliminate poverty.
• The enhancement of the quality of life for all requires the preparation of versatile advanced integrative social
work practitioners, leaders, and advocates who equipped to address and impact dynamic social problems,
including health disparities and social inequalities.
PROFESSION’S VALUES
“Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity,
competence, human rights, and scientific inquiry are among the core values of social work. These values underpin
the explicit and implicit curriculum and frame the profession’s commitment to respect for all people and the quest for
social and economic justice.” (EP 1.0, 2015 EPAS)
The values of the profession are supported by our mission statement in the following ways:
• The focus on developing versatile advanced integrative social work practitioners, leaders, and advocates in
our mission statement articulates the importance of developing the knowledge and skills designed to
promote and protect individual dignity and worth and the importance of human relationships.
• Our mission highlights the value of service through the holistic and integrative approach to understanding,
addressing, and impacting dynamic social problems at the individual, group, and community level.
• The explicit and implicit curriculum is rooted in scientific inquiry and promotes the development of
competent advanced integrative social work practitioners, leaders, and advocates.
The chart below provides a visual depiction of how the MSW mission statement and the mission of Tarleton State
University correlate.
Components of the Institutional Mission Components of the Program’s Mission Statement
Transform generations by inspiring The program’s mission implicitly inspires discovery, leadership,
discovery, leadership, and inclusion and inclusion of students by holistically preparing versatile
through educational excellence advanced integrative social work practitioners, leaders, and
advocates equipped to address and impact dynamic social
problems, including health disparities and social inequalities,
through inclusive, contemporary, and integrative approaches.
Focusing on student success, teaching, and The program’s mission states “prepare competent and effective
research advanced integrative social work practitioners, leaders, and
advocates by providing appropriate knowledge, values, and skills
to serve individuals, families, groups, organizations, and
communities” which requires academic excellence for both
implicit and explicit curriculum, field practicum, graduation, and
professional licensure.
Promote a spirit of leadership, adaptability, The program’s mission states “to holistically prepare versatile
and innovation for exceptional outcomes advanced integrative social work practitioners, leaders, and
and a better world. advocates equipped to address and impact dynamic social
problems, including health disparities and social inequalities,
through inclusive, contemporary, and integrative approaches” and
“develop advanced integrative social work practitioners, leaders,
and advocates who promote social justice, dignity and worth of the
individual, the importance of human relationships, human rights,
7
MSW Student Handbookand scientific inquiry, and who are characterized by integrity,
competence, and service.” Both of which promote a spirit of
leadership, adaptability, and innovation for exceptional outcomes
and a better world.
Highest ethical standards and commit to Being fundamental to social work, service to others and adhering
serving others through transparency and to ethical standards, thus implicitly is found in the program’s
accountability mission statement, “holistically prepare versatile advanced
integrative social work practitioners, leaders, and advocates
equipped to address and impact dynamic social problems,
including health disparities and social inequalities, through
inclusive, contemporary, and integrative approaches” and
“develop advanced integrative social work practitioners, leaders,
and advocates who promote social justice, dignity and worth of the
individual, the importance of human relationships, human rights,
and scientific inquiry, and who are characterized by integrity,
competence, and service.”
Additionally, the NASW Code of Ethics and the culture that
supports “service to others” is
embedded within the explicit and implicit curriculum.
Inclusive community by embracing diverse The program’s mission implicitly promotes inclusivity and diverse
perspectives with civility, honoring perspectives, but which are fundamental to social work, through
tradition, and promoting teamwork so the use of “inclusive, contemporary, and integrative approaches,”
everyone thrives “development of advanced integrative social work practitioners,
leaders, and advocates who promote social justice, dignity and
worth of the individual, the importance of human relationships,
human rights, and scientific inquiry, and who are characterized by
integrity, competence, and service”, and "produce advanced
integrative social work practitioners, leaders, and advocates who
promote and lead in policy development and service delivery for
human rights and social, economic, and environmental justice
within a global context.”
MSW STUDENT HANDBOOK OVERVIEW
The MSW Student Handbook provides an overview of the MSW Program, where MSW students will be introduced
to the mission and goals of the MSW Program, and how the MSW program’s mission and goals align with the
mission, vision, and value statements of Tarleton State University. In addition, students will be introduced to the
Council on Social Work Education (CSWE) Core Competencies (EPAS, 2015) which inform the MSW curriculum,
and ensure that the program meets accreditation standards.
The MSW Student Handbook provides information on Generalist and Specialized Practice program options, the
curriculum sequence, the application processes for admission into the MSW program, admission requirements,
student academic rights and responsibilities, student support services, appeal processes, professional development,
and participation in student organizations. The MSW Student Handbook outlines criteria for dismissal from the
program, for both academic and non-academic (i.e., professional) reasons, and outlines how to reapply if a student is
dismissed from the program. The handbook also includes information relevant to the required field internship(s),
although most field policies and procedures are outlined in a separate handbook (MSW Field Handbook).
This handbook is supplemented by the MSW Field Handbook, which will be available to each student upon entering
the field internship. Students are responsible for being aware of, and complying with, all policies and procedures
outlined in both the MSW Student Handbook and the MSW Field Handbook. Additional expectations include
complying with the policies of Tarleton State University and the College of Graduate Studies.
• The Tarleton State University MSW website can be found at:
http://www.tarleton.edu/degrees/masters/msw-social-work/
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MSW Student Handbook• The Tarleton Code of Student Conduct can be found at: http://www.tarleton.edu/studentrules/code-of-
student-conduct.html, and a printable version is available.
• The College of Graduate Studies is online at: http://www.tarleton.edu/graduate/index.html
• Other general information relative to graduate studies can be found at: http://catalog.tarleton.edu/grad/
WHAT IS SOCIAL WORK?
Social workers focus on promoting and restoring mutually beneficial interactions between individuals and society to
improve the quality of life for everyone. Social workers interact with and help individuals, families, groups,
communities, and organizations with diverse problems, when issues and needs interfere with social functioning.
The profession of Social Work provides opportunities to work in different practice settings such as mental health,
health and rehabilitation, hospice, Veteran’s Affairs, probation and parole, adult and child protective services, foster
care and adoption, schools, family and children’s services, employee assistance and income maintenance, among
many other possibilities. Because of rapid changes and a complex society, the field of social work responds to
diverse needs in an ever-changing landscape.
Social workers focus on both individuals and the environment as the target for change. As clinical or
community/administration practitioners, social workers facilitate problem solving, obtain or create resources,
provide education, influence the development of social policy, and engage in research and practice evaluation.
In the state of Texas, “social worker” is a protected title; only those with degrees from a CSWE-accredited program
can sit for the licensing exam. Graduates of the program are encouraged to become licensed practitioners, thus
enhancing their employability and the overall profession. Information on social work licensure can be found at
http://dshs.texas.gov/socialwork/.
THE MSW PROGRAM ADMISSIONS PROCESS
Admission to the Tarleton State University MSW program is a two-step process. First, applicants must apply to, and
be accepted by, the College of Graduate Studies (COGS). Second, upon admission to COGS students are invited to
apply to the MSW Program, through a separate application administered and reviewed by the MSW program.
COLLEGE OF GRADUATE STUDIES ADMISSIONS CRITERIA
Applicants must complete the online COGS application. Applicants are required to submit a $50 non-refundable
processing fee, an essay (600 words or less) addressing their purpose and goals for pursuing graduate school, and all
original transcripts of previous academic work. Applicants are not fully admitted to the COGS until verification of a
conferred degree from a college or university that is accredited by a regional accrediting association is documented.
Transcripts must bear the date of bachelor's degree conferral and indicate that the applicant was in good standing at
the last institution attended. Applicants must have a GPA of 2.5 or higher on their last 60 hours for admission.
MSW ADMISSIONS REQUIREMENTS
Applicants must first be accepted into the College of Graduate Studies. Upon admission to the COGS, students are
invited to complete the MSW application. The MSW application is an online application that seeks program specific
information to determine “goodness of fit” based on the following criteria:
Specialized Program of Study
For applicants to meet the admission criteria for the specialized program of study, an applicant must have
earned an undergraduate social work degree (BSW) from a CSWE-accredited program, within the last ten
years (this date is based on the applicants anticipated enrollment date). Applicants must also have a 3.0
overall GPA or better to receive full admission to the MSW program. Applicants who do not have a 3.0
GPA, but that have a GPA that falls between a 2.5 and 3.0, may be considered on a case-by-case basis for
admission by the program’s Admissions Committee. Additionally, applicants are required to submit three
9
MSW Student Handbookreference letters, with at least one academic reference from a faculty member not serving on the
Admissions Committee, as well as a current resume. A personal interview may be required.
Generalist Program of Study
Applicants who are not eligible for specialized program of study will be considered for the generalist
program of study. These may include applicants that hold a Bachelor’s degree in any area of study outside
of social work, applicants without a degree in social work from an accredited program, those who
graduated more than ten years before anticipated enrollment date with a BSW, or those who graduated
within ten years but have a less than 3.0 GPA. Applicants who do not have a 3.0 GPA, but that have a
GPA that falls between a 2.5 and 3.0, may be considered on a case-by-case basis for admission by the
program’s Admissions Committee. Additionally, applicants are required to submit three reference letters,
with at least one academic reference from a faculty member not serving on the Admissions Committee, as
well as a current resume. A personal interview may be required.
EVALUATION OF APPLICATION AND DECISION NOTIFICATION
Applicants are admitted to the MSW program prior to the fall semester; the application deadline for priority
applications will be announced and posted on the website for each academic year. The Admissions Committee will
review all applications for evidence of “goodness of fit”. The Admissions Committee determines admissions for the
following academic year. The Admissions Committee will consist of MSW faculty members.
Applicants will be notified via email of the Admissions Committee decision. Potential decisions include full
acceptance, probationary acceptance, part-time acceptance, wait list, or denial of admission. The Admissions
Committee uses an objective rubric to independently assess each criterion for admission as outlined above. Once
each member has completed the rubric, a cumulative score is calculated to determine the acceptance into the MSW
program. In the case of a disagreement or tie, the Admissions Committee will invite the applicant to complete an
interview. The MSW Program Director will make a final decision of admission after all admission materials and
rubric have been reviewed. Based upon the total rubric score, and the recommendation of the Admissions
Committee, applicants are admitted unconditionally, or on a conditional basis to include probationary acceptance,
part-time acceptance, or wait listed.
Applicants may be admitted on a conditional basis for a variety of reasons, however most often this is due to an
applicant not meeting the GPA criteria for admission in to the MSW program as outlined above. Applicants seeking
admission into the specialized program of study, who do not meet the GPA criteria from prior course work may be
required to take leveling courses in the generalist program of study to gain unconditional admission status.
A notification email will be sent to the applicant regarding the decision of the Admissions Committee. All
applicants receiving conditional status will meet with the MSW Program Director to discuss the criteria to complete
unsatisfactory conditions, to attain unconditional admission into the MSW program.
All newly admitted MSW students are required to attend/complete the MSW student orientation prior to the
beginning of the fall semester.
AWARDING ADMISSION INTO THE SPECIALIZED PROGRAM OF STUDY FOR BSW GRADUATES
BSW applicants who are admitted unconditionally to the Specialized Program of Study will not repeat course
content completed during their undergraduate level social work education. Admission into the Specialized Program
of Study will be determined based upon 1) the student having earned an undergraduate social work degree from a
CSWE-accredited program, those recognized by CSWE through its International Social Work Degree Recognition
and Evaluation Service, or those covered under a memorandum of understanding with international social work
accreditors, 2) the BSW was not earned more than ten years ago, and 3) An overall GPA of 3.0 or better.
TRANSFER CREDITS/COURSE SUBSTITUTION
Request for course transfer/substitution must be made to the MSW Program Director. Students seeking course
transfer/substitution must have completed the course work within six years of anticipated degree completion. Only
graduate-level courses, with a grade of B or higher, will be considered for transfer credit. Additionally, it is the
student’s responsibility to provide justification and evidence to how the course aligns with the MSW curriculum and
the students career goals. Students will be expected to provide evidence of completed course work, and the course
10
MSW Student Handbooksyllabus for review. Students admitted to the MSW program may request consideration of transfer credit/course
substitution of no more than six hours from either a non-MSW graduate program or another CSWE-accredited
master level program. Request for course transfer/substitution must be made during the first semester of a student’s
program of study to be considered.
CREDIT FOR LIFE EXPERIENCE
Course credit will not be granted for life experience or previous work experience. MSW applicants are informed of
this policy in application materials, this document, and during the required MSW student orientation held at the
beginning of each fall semester.
It is the students’ responsibility to read and understand the Tarleton State University Policies and Procedures as
printed in the Tarleton State University Student Handbook and in this Handbook. Policies can also be viewed on the
Tarleton web page, www.tarleton.edu .
NOTICE TO STUDENTS REGARDING LICENSING
HB 1508 amends the Texas Occupations Code Section 58.001. Graduating with and holding a degree in Social
Work (both at the undergraduate and graduate level) in the state of Texas has the potential to lead to a state-issued
license, this notice of the impact of a criminal history on becoming licensed is being provided to you. The title of
“social worker” is a restricted title in the State of Texas; only those who hold a valid license and are in good
standing may call themselves by the title “Social Worker.” Individuals with a history of criminal behavior, including
arrests, convictions, serving probation, being on, or completing parole, or deferred adjudication (this list may not be
exhaustive) may be unable to become licensed as a Social Worker in Texas.
The following website provides links to information about the licensing process and requirements.
https://www.bhec.texas.gov/
Should you wish to request a review of the impact of criminal history on your potential for licensure as a Social
Worker prior to or during your quest for a degree, you can visit this link and request a “Criminal History
Evaluation.”
https://www.bhec.texas.gov/wp-content/uploads/2020/08/Application-for-Criminal-History-Evaluation-Letter-
2020August.pdf
The $150 fee for conducting a pre-licensure criminal history evaluation is set forth in 22 TAC 885.1 and is non-
refundable. All applications must be accompanied by payment in the correct amount. Applications accompanied by
an incorrect payment amount will not be processed and will be returned to the applicant. Tarleton State University
and/or the Department of Social Work and Communication Disorders does not benefit from, nor receive a portion of
these fees. The report must be requested by the student. Tarleton State University, nor the Department of Social
Work and Communication Disorders, does not receive the results from the evaluation. It is the student’s
responsibility to communicate such results.
This information is provided to you as a guide in your decision-making process regarding enrolling in a Social Work
program (either undergraduate or graduate) in the state of Texas.
11
MSW Student HandbookTHE MSW PROGRAM AT TARLETON STATE UNIVERSITY
There are two pathways to earning an MSW degree at Tarleton State University. Students with an undergraduate
degree in anything other than social work, or a BSW, can apply to the Generalist program option. Students with a
baccalaureate degree in social work (BSW) from a CSWE-accredited program within the last ten years (with a
minimum 3.0 GPA) can apply to a specialized program option. Students applying to the MSW program prior to fall
2022 will select one of the two specialized program options: Advanced Direct Practice or Administration and
Leadership Practice. Students applying to the MSW program beginning, and beyond, fall 2022 will be admitted to
the Advanced Integrative Social Work Practice program option. Generalist students, admitted into the MSW
program during the fall 2021 semester will automatically transition to the Advanced Integrative Social Work
Practice program upon successful completion of the generalist program requirements. The following section details
the curriculum sequence for each program option. However, students, whether in their generalist or specialized year
of study, have a single outcome: to become versatile advanced integrative social work practitioners, leaders, and
advocates equipped to address and impact dynamic social problems through inclusive, contemporary, and integrative
approaches.
MASTER OF SOCIAL WORK CURRICULUM
The Tarleton State University MSW program is structured using a cohort-based model for curriculum delivery. The
goal of the cohort model in the MSW program is to build a collaborative environment that cultivates diversity of
people, ideas, and supports professional development through individualized and transformative learning
opportunities. The cohort model allows the MSW program to deliver accessible and individualized educational
experiences that develop ethical and critical thinkers capable of interprofessional and reflective social work practice.
This approach encourages student participation, fosters creativity, builds leadership skills, develops a sense of
community, and proceeds at a predetermined pace. MSW students experience a shared learning experience that
encompasses discussion of real-world experiences from a variety of diverse settings and perspectives; develop
collaborative leadership skills, necessary for ethical and effective practice; experience interactive learning
opportunities that encourage independent thinking and problem solving; cultivates professional and personal
networks that may continue into their career; and provides a defined timeline and format allowing working adults to
pursue an MSW degree. [Maher, M. A. (2005). The evolving meaning and influence of cohort membership.
Innovative Higher Education, 30(3), 195-211.]
All MSW students, regardless of program option, are admitted to a cohort during the fall semester only. In other
words, each fall semester a new cohort of students start their program of study in the MSW program regardless of
program option. In some cases, students may be allowed to start the MSW program the summer prior to their initial
fall semester. In this situation, students are still part of the fall cohort and follow the sequence of courses as outlined
for their program of study. Students are highly encouraged to follow the outlined program of study to avoid missing
the prescribed sequence of courses for their program option. As with most cohort-based programs, MSW courses
are only offered once per year; therefore, if a student misses a course, he or she may not be able to take the missed
course until the following year. All MSW students are advised each semester to ensure that their program of study is
followed. All students are made aware of both full-time and part-time program options.
FIELD PRACTICUM EXPERIENCE
The MSW Program believes the MSW Field Practicum Experience is an integral component of the MSW
curriculum. The MSW program believes the field practicum experience to be central in developing advanced
integrative social work practitioners. The MSW field practicum experience exposes students to selected and
organized opportunities, guided by competency-based learning objectives, connected to the MSW curriculum.
Through the field practicum experience(s) students are encouraged to apply academic knowledge, practice social
work skills, demonstrate professional behaviors, use critical thinking, and practice ethical decision making. The
MSW field experience seminar course sequence, provides the milieu for students to integrate and process their field
practicum experiences with classroom content, including theory and research.
During the Generalist program of study students complete two generalist field practicum experiences, totaling 400
clock hours. Students enrolled in the generalist program of study are required to enroll in two consecutive courses,
Generalist/Foundation Field Seminar, taken concurrently during the field practicum experience. Students will earn 3
12
MSW Student Handbookcredit hours per course, totaling 6 hours. Students will enter the generalist field practicum experience during the
spring semester once all requirements have been met. The generalist field practicum experience will continue
through the following semester, or summer semester. Once students have completed the Generalist program of study
curriculum and field practicum experience requirements, students will advance to the Specialized program of study
which will include an additional field practicum experience.
During the Specialized program of study students will complete 500 clock hours of field practicum experience
across two semesters (fall and spring). Students enrolled in the specialized program of study are required to enroll in
two consecutive courses, Specialized/Advanced Field Seminar, taken concurrently during the field practicum
experience. Students will earn 3 credit hours per course, totaling 6 hours.
MSW students who enter the MSW Program under the Specialized program of study, will complete 500 hours of
field practicum experience. While students who enter under the Generalist program of study will complete 900
hours of field practicum experience.
The Department of Social Work and Communication Disorders at Tarleton State University provides each MSW
student with a variety of agencies in which they may complete their field practicum experience. The MSW program
strives to partner with excellent agencies you offer a wide range of social work experiences for our students.
More information regarding the field practicum experience, including admission requirements and placement
process, can be found in the MSW Field Practicum Handbook. All MSW students will receive the MSW Field
Practicum Handbook and complete an orientation prior to entering the field practicum experience.
FRAMEWORK OF THE CURRICULUM
The generalist and specialized curricula are designed to provide all MSW students with a common core of values,
knowledge, and skills encompassing social work competencies for advanced social work practice with individuals,
families, groups, organizations, and communities.
The generalist program of study introduces students to the nine core social work competencies reflecting the values
and mission of the profession. Core concepts and content fundamental to all aspects of generalist social work practice are
integrated across thegeneralist program of study and highlighted in specific courses. The curriculum is designed to
provide students with the necessary competency and proficiency in the following generalist areas: human behavior in
the social environment; foundations in social work; social welfare policy and analysis; research; and social work practice
with individuals, families, and groups; social justice and disparities; and foundations of community and organization
practice. All courses explore social work values, ethics, and professional behaviors; diversity and oppression as they
relate to the etiology and definition of individual and social problems. Students develop a basic understanding and
knowledge of the social work profession, become acquainted with populations served within the social work
profession, become actively engaged in social issues in the community and form an understanding of the connection
between research and practice. Upon completion of the generalist program of study students are expected to have
generalist knowledge and skills related to social work values and practice with individuals, families, groups,
communities, and organizations. Skills developed during the generalist program of study include engagement,
interviewing, problem identification and formulation, data gathering, assessment, planning, beginning intervention,
termination, and evaluation.
Students completing the generalist program of study are expected to gain generalist knowledge and skills pertaining to
social work values and practice with individuals, families, small groups, human service organizations, communities, and
social service systems. Among the skills taught in the foundation curriculum are engagement, interviewing, problem
identification, problem exploration, formulating the problem-to-be- worked, data gathering, assessment, planning,
beginning intervention, termination, and evaluation.
The MSW program offers one specialization in method and approach to social work practice: Advanced Integrated
Social Work practice. The Advanced Integrative Social Work curriculum augments and extends the generalist
curriculum to prepare students’ as advanced ethical practitioners, leaders, and advocates equipped to address and
impact dynamic social problems, including health disparities and social inequalities, through inclusive,
contemporary, and integrative approaches. The influences of ethnicity, culture, gender, sexual orientation, and SES
are examined in relation to dynamic social problems, including health disparities and social inequalities, and how
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MSW Student Handbookimpact on help-seeking behaviors and access to services at all practice levels. Students learn how to use evidence-
based research to inform their practice approach and intervention strategies to enhance well-being at all practice
levels and facilitate change. At the culmination of the program of study, students are expected to demonstrate a
comprehensive understanding of, and ability to, apply inclusive, contemporary, and integrative approaches.
The Advanced Integrative Social Work specialization requires students to complete a 30-hour program of study,
which includes a minimum of two practice methods courses that build on generalist practice courses, two advanced
research methods courses, electives, and advanced field instruction. The student’s area of interest influences the
practice setting in which the student completes his or her advanced field placement. The MSW programs concurrent
model of instruction requires students to enroll in the advanced practice classes either before or in the same
semesters they are completing their advanced field sequence. All students are required to complete a diagnostic
course prior to enrolling in their second semester of the field sequence.
The MSW program uniquely weaves three theories and/or perspectives into all areas of curriculum, regardless of
program on study. These include the:
Strengths Perspective emphasizes the capacities, talents, competencies, possibilities, visions and hopes of
the client system and/or the constituents in which we serve as social workers. The strengths perspective
embraces empowerment and resilience; and recognizes that sources of strength are embedded in cultural
and personal stories, narratives, and experiences and through membership to a viable group or community.
*Saleebey, D. (1996). The strengths perspective in social work practice: Extensions and cautions. Social Work, 41(3), 296–305.
The Ecological Systems Theory provides a way for the social worker to identify and observe the
interactions among five levels of environmental contexts (micro, meso, exo, macro, chrono) and the impact
on the client system. Ecological systems theory encourages social workers to understand and explore how
the environment influences human relationships, and how one’s relationship within their community
influences development across the life span and cultivates traits.
*Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-530.
The Systems Theory encourages the use of a holistic lens when viewing the client system(s), where social
workers take into consideration how contextual factors influence interactions and experiences within and
beyond the system; to include individuals, families, groups, organizations, and communities.
*Bertalanffy, L. (1969). General system theory: Foundations, development, applications. Braziller. New York.
Although these theories and perspectives provide the primary foundation for the MSW curriculum, other relevant
theoretical perspectives are integrated throughout the MSW program.
MSW SOCIAL WORK PROGRAM OPTIONS
Tarleton State University offers three programs of study for MSW students:
• Generalist Practice to Specialized Practice (formally referred to Foundation and Advanced Standing,
respectively)
• Specialized Practice Options (FALL 2021 AND PRIOR):
o Advanced Direct Practice
o Administration and Leadership Practice
BEGINNING FALL 2022, Tarleton State University will offer two programs of study for MSW students:
• Generalist Practice to Advanced Integrative Social Work Practice
• Advanced Integrative Social Work Practice
DETERMINING PROGRAM OF STUDY
• Students who do not hold a BSW degree from an accredited CSWE program, who graduated with their
BSW degree more than 10 years ago, or do not have a 3.0 GPA in their undergraduate social work
program must complete the generalist program of study prior to advancing to a specialized program of
study or the Advanced Integrative Practice program of study. Exceptions to these guidelines may be made
on a case-by-case basis. Due to cohort size and program needs courses may be cross listed. MSW students
may be required to travel to other campuses to complete course work.
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MSW Student HandbookSOCIAL WORK EDUCATION AND ACCREDITATION
The Council on Social Work Education (CSWE) is the accrediting body for Social Work Education. CSWE's
Commission on Accreditation (COA) is responsible for developing accreditation standards that define competent
preparation and ensuring that social work programs meet them. In accordance with the requirements of CSWE's
recognition body, the Council for Higher Education Accreditation, the CSWE Office of Social Work Accreditation
(OSWA) administers a multistep accreditation process that involves program self-studies, site visits, and COA
reviews. The MSW Program has been fully accredited by CSWE since 2019.
COMPETENCY-BASED EDUCATION
In 2008 CSWE adopted a competency-based education framework for its EPAS. As in related health and human
service professions, the policy moved from a model of curriculum design focused on content (what students should
be taught) and structure (the format and organization of educational components) to one focused on student learning
outcomes. A competency-based approach refers to identifying and assessing what students demonstrate in practice.
In social work this approach involves assessing students’ ability to demonstrate the competencies identified in the
educational policy.
Competency-based education rests upon a shared view of the nature of competence in professional practice. Social
work competence is the ability to integrate and apply social work knowledge, values, and skills to practice situations
in a purposeful, intentional, and professional manner to promote human and community well-being. EPAS
recognizes a holistic view of competence; that is, the demonstration of competence is informed by knowledge,
values, skills, and cognitive and affective processes that include the social worker’s critical thinking, affective
reactions, and exercise of judgment regarding unique practice situations. Overall professional competence is multi-
dimensional and composed of interrelated competencies. An individual social worker’s competence is seen as
developmental and dynamic, changing over time in relation to continuous learning.
Competency-based education is an outcomes-oriented approach to curriculum design. The goal of the outcomes
approach is to ensure that students can demonstrate the integration and application of the competencies in practice.
In EPAS, social work practice competence consists of nine interrelated competencies and component behaviors that
are comprised of knowledge, values, skills, and cognitive and affective processes.
DIMENSIONS DEFINED
Each of the nine social work competencies contains dimensions of the competency necessary for learning and
developing competence throughout the course of a program. The dimensions are:
• Knowledge
• Values
• Skills
• Cognitive and Affective Processes*
Knowledge(K) generally includes learning the competencies and social work concepts.
Skills (S) generally include the ability to apply or demonstrate competencies and social work concepts.
Values (V) include service, social justice, the dignity and worth of the person, the importance of human
relationships, integrity, competence, human rights, and scientific inquiry are among the core values of social work.
These values underpin the explicit and implicit curriculum and frame the profession’s commitment to respect for all
people and the quest for social and economic justice.
Cognitive and Affective Processes (C/A) include critical thinking, affective reactions, and exercise of judgment.
• Critical thinking is an intellectual, disciplined process of conceptualizing, analyzing, evaluating, and
synthesizing multiple sources of information generated by observation, reflection, and reasoning.
• Affective reactions refer to the way in which our emotions influence our thinking and subsequently our
behavior.
• Exercise of judgment is the capacity to perceive and discern multiple sources to form an opinion.
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MSW Student HandbookCSWE COMPETENCIES
GENERALIST COMPETENCIES AND BEHAVIORS
Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and
regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks
of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research,
and policy arenas. Social workers recognize personal values and the distinction between personal and professional
values. They also understand how their personal experiences and affective reactions influence their professional
judgment and behavior. Social workers understand the professions’ history, its mission, and the roles and
responsibilities of the profession. Social Workers also understand the role of other professionals when engaged in
inter-professional teams. Social workers recognize the importance of lifelong learning and are committed to
continually updating their skills to ensure that they are relevant and effective. Social workers also understand
emerging forms of technology and the ethical use of skills to ensure they are relevant and effective. Social workers
also understand emerging forms of technology and the ethical use of technology in social work practice.
• make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and
regulations, models for ethical decision-making, ethical conduct of research, and additional codes of
ethics as appropriate to context;
• use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations;
• demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic
communication;
• use technology ethically and appropriately to facilitate practice outcomes; and
• use supervision and consultation to guide professional judgment and behavior.
Competency 2: Engage diversity and difference in practice
Social workers understand how diversity and difference characterize and shape the human experience and are
critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple
factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity
and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual
orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s
life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and
acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize
the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions,
may oppress, marginalize, alienate, or create privilege and power.
• apply and communicate understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels;
• present themselves as learners and engage clients and constituencies as experts of their own
experiences; and
• apply self-awareness and self-regulation to manage the influence of personal biases and values in
working with diverse clients and constituencies.
Competency 3: Advance human rights and social, economic, and environmental justice
Social workers understand that every person regardless of position in society has fundamental human rights such as
freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the
global interconnections of oppression and human rights violations, and are knowledgeable about theories of human
need and social justice and strategies to promote social and economic justice and human rights. Social workers
understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and
responsibilities are distributed equitably, and that civil, political, environmental, economic, social, and cultural
human rights are protected.
• apply their understanding of social, economic, and environmental justice to advocate for human rights
at the individual and system levels; and
• engage in practices that advance social, economic, and environmental justice.
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