The Field Experience Handbook
2006 - 2007 Edition
Copyright: UNCP Social Work PROGRAM
Maintaining accreditation by CSWE is considered a high priority by the members of the Social Work Department, the UNCP Administration, and by the General Administration of The University of North Carolina. Accreditation adds to the prestige of the Social Work Program by demonstrating that national standards are met, which provides for graduates greater employment possibilities. Some social work positions are open only to graduates of CSWE accredited programs. Most social work employers will give preference to graduates of CSWE accredited programs.
UNCP was first established in 1887 by the Native Americans of Robeson County
and the General Assembly of North Carolina, which appropriated $500.00 in order
to open a "normal school for Indians." In the fall of that same year,
the school opened with 15 students. The school's first name was the Croatan
Normal School but soon was changed to the Indian Normal School of Robeson County.
The institution has undergone many name changes, but on
The practice of combining Sociology and Social Work is
common throughout the nation, especially on smaller campuses. At UNCP, this
practice was particularly appropriate because of the historical development of
social work offerings by the Sociology Department since 1969. The department changed its name in the
Fall of 1983 from the Department of Sociology in order to raise the visibility
of the Social Work Program on campus.
Thus, the Department was housed within the Department of Sociology,
Social Work and Criminal Justice.
During 2004, growth in the Social Work Program warranted the additional
positions of an Administrative Assistant and a full-time faculty member. The Social Work Program officially
became the Department of Social Work on
The Social Work Program emphasizes field work, which leads to a realistic appreciation of social work practice and provides the student with opportunities to apply the social work generalist theory under the supervision of a practicing social worker. These activities enhance social work employment opportunities.
The field experience is a cooperative relationship between local social service agencies and the Social Work Department. The local social service agencies play two vital roles:
An alphabetical listing of these agencies can be found in the University Library or Web Page.
The community surrounding UNCP is predominately tri-racial: 38% Native American, 25.1% Afro-American, 32.8% white, 0.3% Asian 4.9% Hispanic, Native Hawaiian and other Pacific Islander 0.1% and 2.3% other. While preparing for a career in Social Work, it is essential that the student becomes knowledgeable about various racial and ethnic groups within the community. Recognition of cultural differences and sensitivity to the development of "ethnic competence" in cross cultural interaction are integral components of the Social Work curriculum which subscribes to the "practice philosophy" suggested by the Black Task Force Report which includes consumerism and empowerment:
Consumerism is the accountability of the social work profession and its practitioners to the clients and the communities for effective, competent service. Empowerment is the responsibility of the social worker to aid clients and the community in developing the power to make decisions for themselves. The basic assumptions underlying consumerism and empowerment are that clients and the community have the right to effective service from society (consumerism), and the right to input, evaluation and criticism of these services (empowerment) (Hill, 1973, 9).
Another major theme students discover within the Social Work Program is associated with the rural environment. Since the University is located within a rural area, the social service agencies that have traditionally been a part of the field work component have a rural focus. Characteristically, this rural environment has had special problems associated with the delivery of social services. These problems are discussed theoretically in courses and experienced in the field work settings. The most effective manner for dealing with special problems associated with service delivery is the "Generalist Social Work Model." Thus, the Social Work Program sees the Generalist Approach as the centerpiece of field work and academic courses.
Students are encouraged to make an effort to meet members of the Program Advisory Board and the Field Advisory Board. The Program Advisory Board consists of:
This Board will help ensure that the social work program continues to move in a direction that compliments the program’s mission and the mission of The University of North Carolina at Pembroke. The Board will also identify ways to evaluate the effectiveness of the Social Work Program. The Board will:
Each member is asked to serve a term of one academic year. Vacancies will be filled by the Director of the Social Work Program, who will elicit suggestions for new members from the current members of the Board, Social Work Faculty and Social Work Students. The Director of the Social Work Program will act as a conveyor and facilitator the meetings. He she/will call at least one meeting per academic year.
Field Education
Advisory Board
The Social Work Program at The University of North Carolina at Pembroke initiated a Field Advisory Board in the Fall 2004. The Field Education Advisory Board is composed of field agency representatives (to include program alumni), social work faculty, and student representatives. The Field Coordinator serves as the chair of the committee. The committee meets a minimum of two time per year and as needed to review and recommend policies to the Social Work Department in accordance with the accreditation standards of the Council on Social Work Education.
It is hoped the board will be instrumental in developing many aspects of the social work field program. Some of the areas in which their participation will be helpful are:
Fundamental Guidelines of the Field Work Experience
Criteria for Selecting Field Agencies
Request for referrals and recruitment of effective field settings is a continuous process. Traditionally, initial contact with agencies is made via an informal process. After an initial contact is made and the agency director, staff member, social work student or other interested party has expressed an interest in the field work component, a representative from the setting is requested to complete the "Field Setting Profile Form". Based on the information recorded on the form, an interview is scheduled by the Coordinator with the setting representative in order to discuss selection criteria in order to accept or to reject the setting.
The selection criteria for field agencies are as follows:
Field settings approved for student placements are listed in
the "Field Selection Protocol" which can be found at http://www.uncp.edu/sw/protocol.html.
The goals of field instruction are to provide the student with an opportunity to integrate theory with social work practice situations, to acquire marketable social work skills, to gain professional growth, to enhance employment capacities, and to develop professional values. The realization of these goals requires the professional expertise of the field work instructor and a sincere effort on the part of the student. The Coordinator of Field Instruction functions as a bridge between the theoretically based classroom instruction and the practical experience afforded by the field work setting.
The two field work courses (SWK 490 and SWK 491), are designed so that the social work intern is able to achieve the following objectives:
Several mechanisms are employed to assure that social work majors are "field ready." In SWK 200 Introduction to Social Work, students acquire their first taste of the atmosphere of agency interaction. As part of SWK 200, students complete 40 hours of volunteer work. The experience offers them an orientation into the functioning of social service agencies and instills the spirit of volunteerism (which is part of UNC-P Mission Statement). Students complete projects in all of their course work that prepares them for field. Thus, prior to enrolling in Swk 490 and 491, every student is well aware of what is expected of them by the Coordinator of Field Instruction, field agencies and field supervisors.
The final mechanisms to assure that social work majors are "field ready" are field work prerequisites. The prerequisites for SWK 490 Field Work and SWK 491 Integrative Seminar include:
SWK 200 Introduction to Social Work
SWK 245 Human Diversity & Populations at Risk
SWK 345 Human Behavior & Social Environment I
SWK 348 Social Welfare Policies & Social Justice
SWK 380 Social Work Practice I
SWK 385 Social Work Practice II
SWK 391 Understanding Social Research
SWK 445 Human Behavior & Social Environment II
SWK 450 Social Work Values & Ethics
SWK 480 Social Work Practice III
Throughout the curriculum and prior to field placement, students are encouraged to review their field placement options by reviewing the "Field Selection Protocol." The Field Selection Protocol includes all the field settings have been approved to provide field experience for our students. The Field Selection Protocol is used to assist students in locating agencies that offer volunteer experience. In addition to the Field Selection Protocol, UNC-P offers a directory of "North Carolina Social Service Agencies." This directory offers additional opportunities for volunteer work and gives critical insight into the job market.
Transportation to and from Field Placement
One of the most complex problems many students face in selecting a field
placement is transportation. Transportation is particularly problematic
when a student does not have access to a car and lives on campus. This
problem has been partly solved. Robeson County now has a public
transportation system and students are encouraged to use it. At the
time of this writing, the transportation system is limited to Robeson
County. However, some bordering counties have public transportation that
are linked to
The public transportation system is administered by the Lumber River Council of Governments (COG). For more information regarding schedules and access, see the Coordinator of Field Instruction or call COG at 618-5679. This number is subject to change.
School Social Work License in North Carolina (and Lateral Entry School Social Work)
The North Carolina Department of Public Instruction (NCDPI) has established two prerequisites for a BSW school social work license:
a) The NCDPI specifies a series of instructional objectives or competencies. A student can partially achieve these requirements by successfully completing SWK 354 School Social Work.
b) The NCDPI requires that students complete a minimum of 400 clock hours of field experience under the supervision of a School Social Worker with a State License.
These prerequisites are based on generalist social work practice responsibilities that are outlined by NCDPI and are found by clicking here.
Students interested in this type of state license are required to give
notice in May of their Junior Year.
The Social Work Program's primary objective is to train students for entry level professional positions. However, the faculty are sensitive to students who express a desire to pursue a Masters degree--particularly the MSW. Students who are interested in obtaining the MSW should consult their academic advisor.
How Field Settings and Students are Selected
Students in their Junior year are required to complete the Student Profile Form which can be found in Appendix XIII. The students are interviewed by the Coordinator of Field Instruction who utilizes the information to match student needs and interests to the field placement agency which is described within the Field Selection Protocol found on the Social Work Program's web page (http://www.uncp.edu/sw/). The Field Selection Protocol includes a description of the field settings available to the Program.
Presently, the Social Work Department's field placement selection process is designed to permit students to select their own placements by ranking their particular areas of social work interest. Students select three (3) agencies that they are interested in and give this information to the Coordinator. The Coordinator then contacts each agency to determine if they are interested in student placement. Once an agency has confirmed they are interested, the Coordinator contacts the student and informs them of the outcome. Students are then able to contact the agencies and arranged for an interview prior to making the final selection. If the agency has never been used as a field site, the Coordinator meets with agency personnel to determine if the agency meets the Social Work Program's criteria. A Field Setting Profile is then completed and information from this entered into the Field Selection Protocol listing on the web page.
The Social Work Department adheres to the NASW Code of Ethics. Section 3.01 (c) discourages dual or
multiple relationships between supervisors and supervisees. Students will not be placed in an
agency or under the supervision of a field instructor that would constitute a
dual relationship. As feasible,
students are placed within close proximity of their county of residence. Placements in agencies outside Bladen,
The Interview Process
The interview process serves the following functions:
Some agencies may have prepared reading lists which will help the student prepare for the placement. Use of such a list is strongly encouraged by the faculty. The field work setting and the student are under no obligations to accept each other until the Contract is signed. (Appendix XIII)
As a result, the student and/or representative of the field setting can reject the tentative placement and/or the student after the interview. Neither the field setting nor the student is required to offer a rationale for the rejection. The Coordinator of Field Instruction reviews the Student Profile Form and evaluates other alternatives. The student's first choice is usually honored. After placements have been finalized, field instructors and students receive information from the Coordinator confirming the field placement assignment and the date for the orientation meeting. The Contract is to be signed after an agreement has been reached by the field work instructor and the student and returned to the Coordinator of Field Instruction during the first week of the field placement. Field work instructors are expected to retain a copy for agency records.
As the Coordinator of Field Instruction matches the interests of students with opportunities available in field agencies, sometimes more than one student requests the same placement. Since a primary objective is to maximize the satisfaction of both students and field agencies, occasionally two students will be placed in the same agency. This situation can create some special conditions- some positive and some negative.
Having more than one student in the same agency can produce certain benefits:
There are also potential pitfalls in having more than one student in the same agency:
The Coordinator and the field instructor are encouraged to become aware of particular warning signs:
If the field instructor or the Coordinator identifies problems, he/she should communicate these concerns to one another. It is also important for the Director of the Social Work Program to be informed of such concerns. The Social Work Program embraces a philosophy of open communication and commitment to working through problems in a respectful and mutually beneficial way.
Field Placements are an essential part of students' education. Their involvement may also place them in situations in which
they are vulnerable to legal action. Lawsuits are unpleasant. They're also expensive. Students must obtain professional liability coverage for duties performed as part of their social work placement. Students can purchase liability insurance through UNC-Pembroke. Student membership in NASW is encouraged and the association offers students a special reduced membership dues rate. See NASW for application and information.
Grievance and
Student Dismissal Procedures
If problems occur between the student and the field placement, the Contract can be voided by the grievance procedure or the agency's dismissal of the student.
If a student finds that the particular field setting is problematic the following procedure is to be followed:
The Grievance Procedure has a specific chain-of-command:
A student who violates the chain-of command will face disciplinary action. The rationale for strictly adhering to the chain-of-command is associated with issues of agency confidentiality, division of labor, and policy.
If the field setting finds that a particular student is inappropriate, the field instructor should:
The student has three (3) options:
In all cases, the Field Work Committee will be the final arbitrator and final appeal.
Responsibilities of Student to the Field Work Setting
Field work settings freely commit themselves to the education of social work students. They volunteer their facilities and the time of the staff. These agencies have established policies and procedures which the students are expected to follow. If a student is unclear or questions agency policies, it is the responsibility of the student to discuss the matter with the Field Work Supervisor and the Coordinator of Field Instruction.
Students are contractually committed to complete a minimum of 400 clock hours of field work. These hours require students to work in the field 4 full days (32 hours) a week. SWK 490 Field Work is a 9 hour course and students are not allowed to end the internship once 400 hours are acquired. Students are required to continue in the internship until the last day of class. This schedule will enable students to enroll in afternoon classes and attend SWK 491 Integrative Field Seminar.
The field work instructor and the Coordinator of Field Instruction must be informed of all absences in advance when possible. The Field Absence Form must be completed for all absences that do not involve continuing education (see XIII. Appendix D). Time missed must be made up to meet the requirements of the field setting, the Social Work Department and the University. However, students are encouraged to attend special events (workshops and seminars related to their field work placements). In order to attend such events, students must obtain permission from the field instructor. The Coordinator is to be informed in advance. Students are required to document the event in their Field Work Journal and to complete the Activity Absence Application (see XIII. Appendix A). The journal is submitted for review each week during SWK 491 Integrative Field Seminar.
All students are required to attend the field work seminar on a weekly basis. The seminar is of the utmost importance for the professional growth and development of the student. It also supports the transition of the student to entry-level professional, and serves to integrate the classroom knowledge with the field experience. According to the Social Work Department's Attendance Policy, missing two class seminar classes (excused or unexcused) will constitute an F for the course. The student will be required to retake SWK 490 Field Work.
Grading
The grading for SWK 490 is pass/fail. In order to receive a passing grade in SWK 490, the field work instructor must render a minimum overall assessment of no less than a “C”.In various sections of the Handbook, grading policies are addressed. Following are guidelines to assess the proper grade. These criteria are discussed throughout the Handbook in greater detail, but are summarized here:
Field Work Journal
For successful completion of SWK 490 and 491, students are required to maintain a daily journal that documents activities and charts professional development. These entries should process the learning experience by discussing growth in one or more of the following areas: personal knowledge (self-awareness), professional growth, social work skills/practice, and/or ethics. The journal should also include any difficulties encountered in the field placement. They will not include the name of any client. These journals are to be treated as confidential documents and will be read by the Coordinator of Field Instruction on a weekly basis. The journals allow ongoing communication between the student and the Coordinator and should enhance the development of self awareness, reflection, professional attitudes, and expertise. All students are required to submit their journals on a weekly basis; failure to do so will result in a failing grade. At the end of the semester, students are required to surrender their journals by the final day of class to the Coordinator of Field Instruction. Field Work Journals will not be returned to the student. The journals are not kept on file but are destroyed in order to protect confidentiality.
The field of social work has a professional value base that provides an ethical foundation for competent practice. The best guide for professional integrity is the Social Work Code of Ethics approved by the National Association of Social Workers. A copy of the Code of Ethics can be found in XIII. Appendix I. All students are required to read this document and demonstrate their understanding during Seminar. Pincus and Minahan (1973) have defined values as beliefs, preferences of assumptions about what is desirable or good for humankind. Felix Biestek (1957) identified seven practice principals that reflect what we call social work values. Two of his principals include the need for self-awareness and purposeful planned intervention when working with any client system. Maria McMahon (1990) states that the values of social work practice are rooted in the belief that every human being has dignity and worth.
At The University of North Carolina at Pembroke, the faculty recognizes that the social work value base provides students with the foundation for ethical social work practice. Professional values provide parameters that enable social workers to provide services to diverse client systems without imposing ones personal values. Adherence to professional values increases one's competence and effectiveness as a professional.
There are seven basic values that the Social Work Program has identified as crucial to ethical practice. They are as follows:
The Social Work Program is designed to assist each student in the making of a conscious effort to incorporate these values into their practice of social work.
In the interest of maintaining consistently high standards of quality in our field placement settings, the Social Work Program at The University of North Carolina at Pembroke recognizes the value of providing students with the opportunity to report their perception of the field work experience. The students are required to provide a copy of the Student Evaluation of Field Placement to the Field Coordinator. This form can be found in XIII. Appendix K. The information provided is also used to help decide who will receive the Supervisor of the Year Award.
Basic Principles of Field Placement
Introductory Comments For Field Instructors
The field instructor is an integral part of the Social Work Program and provides a valuable service to the community and the profession. Supervisors are encouraged to be familiar with classroom content and other learning input (i.e., The Campus Association of Social Workers) to which the student is exposed. Field work instructors are recognized as training resources for the Social Work Program. The Coordinator of Field Instruction is responsible for making available to instructors materials that would be helpful to them. These materials include but are not limited to:
The Social Work Program is committed to providing ongoing consultation to local agencies in the community. Any agency that offers its resources as a field placement can request in-service training (at no cost) from the Social Work Faculty. The offer is limited to the fields of expertise of each faculty member.
Students come to The University of North Carolina at Pembroke from a variety of backgrounds, experiences and interests. As a result, no two students are alike. This uniqueness is more evident in field work than at any other time during the student's academic career. It is expected that our students will be sincere, motivated, tolerant, empathetic and discreet. The field instructors can also expect that the student will work efficiently, show flexibility and a readiness to perform the necessary tasks related to the learning experiences. It is important to recognize that the Social Work Curriculum is preparing students for generalist social work practice at the entry level. It is extremely important that social work students understand agency policy prior to becoming deeply involved in direct service. This is stressed for two obvious reasons:
It is essential that the roles of the field instructor and the student are clearly defined if the transition from student to social work professional is to be a smooth one. Students typically show signs of ambivalence through this transition. There is a desire for independence; however, there is also some anxiety. Underlying this anxiety is, most frequently, a sense of insecurity and lack of confidence. In order to increase self confidence and competence, the instructor needs to give considerable support as well as encouragement to the student. As a result, planned supervisory meetings between student and field instructor are required. Such conferences are required by the Social Work Department and the Council on Social Work Education.
The field instructor should prepare for such meetings with the student, clarifying at the beginning the responsibilities he/she will have in the field setting. One of the functions of these meetings is to provide an on-going assessment of the student's performance. The student should be given an opportunity to be informed of the instructor's impressions. Ongoing constructive feedback contributes to a quality learning experience for the student, provides an opportunity for stimulation, and enables both the instructor and the student to develop a productive professional relationship. In summary, there should be ongoing communication of the strengths and needs of the student and, these needs should be addressed. One way of assessing the quality of feedback is the student's reaction. Thus, if a student is surprised by the written evaluation, the quality of the on-going oral feedback must be questioned.
Students come to The University of North Carolina at Pembroke with limited experience in dealing with persons unlike themselves. Some students possess biases and prejudices. The Social Work faculty feels it is important for field instructors to be alert to these factors and to assist students in developing increased self awareness so that the student is conscious of his/her behavior and learns to make positive use of self in the helping role. If instructors detect emotional problems with students, the Coordinator of Field Instruction must be contacted. A referral to the University's Counseling and Testing Center will be made.
Orientation for Field Instructors
In order for the Department of Social Work at UNCP to conform to standards set by the Council on Social Work Education regarding field work agencies it is mandatory that all new field instructors and new field agencies attend the Orientation for Field Instructors. This Orientation is held on or prior to the first day of classes in the Fall and Spring Semesters. If it is not possible for the identified field instructor to attend, a representative from the agency may attend in their place. If a field agency is not able to comply with this policy the social work student will be unable to complete their field work experience at said agency and will be placed in another agency.
Criteria for Selecting Field Instructors
Field work instructors must have at least one degree in social work or; a degree in a human services with significant experience and must have demonstrated solid social work ethics and values and skills in the community. Potential field work instructors must express an interest in a teaching role with students. A formal interview is conducted with the potential field work instructor in which he/she receives a copy of The Field Experience Handbook. The interview is used as a screening process. The Coordinator of Field Instruction maintains a confidential file on personnel who have been rejected as field work instructors and reviews them periodically to determine if a change has occurred in order to later include them as part of the program. In addition, the field instructor is expected to:
Criteria for Selecting Field Agencies
Request for referrals and recruitment of effective field settings is a continuous process. After an initial contact is made and the agency director, staff member, social work student or other interested party has expressed an interest in the field work component, a representative from the setting is requested to complete the "Field Setting Profile Form" (see XIII Appendix E). Based on the information recorded on the form, an interview is scheduled by the Coordinator with the setting representative in order to discuss selection criteria in order to accept or to reject the setting.
The selection criteria for field agencies are as follows:
There are five primary tasks for student supervision:
The student has the opportunity to link the academic world with the real practice of social work, to develop his/her professional identity and to learn a specific area of social work. The most difficult task of the instructor is to evaluate the student's experience. Since the Spring of 1985, the social work program has used the Pass/Fail grading system. The P/F grading system requires that the instructor offer an evaluation that is descriptive of the student's strengths and needs which may not appear otherwise.
Students are to be evaluated by the highest standards. The faculty respects the instructor’s evaluation. Students can receive a passing grade when the instructor assesses a summary grade of "C" or better. A passing grade will be indicated by the instructor’s selection of one or more of the following three assessments on the Final Student Evaluation Form (see XIII. Appendix N):
At the end of each academic year, the field work instructor is asked to complete the Annual Field Work Questionnaire. The Questionnaire is short but extremely important for the field work component. Supervisors are given the opportunity to evaluate four aspects of the Social Work Program and its liberal arts foundation:
1. Field Work Materials
2. The Coordinator of Field Instruction
3. The Curriculum
a. Liberals Arts Foundation
b. Professional SWK Content
4. Services to the Supervisor
The evaluation can be found in XIII. Appendix B. Supervisors are asked to copy the form, respond to the questions, and mail the form to the Director of the Social Work Department.
Methods of Supervision/Field Instruction
During the field placement or practicum experience, students are beginning to integrate skills, values, and knowledge. Following are some techniques that can be used to enhance student development and effectiveness as a practitioner.
Individual, one to one, supervision is by far the most common form of supervision used by the agencies working with the Social Work Program. Regular supervisory conferences are required in order to provide the students with ongoing support, increased learning and skill development through regular periodic assessment. "Periodic" is usually interpreted as one meeting for every 30 hours of supervised field work, or approximately one meeting every week. The Supervisor can use this time to offer a continuing oral assessment of the student's skills, attributes and progress.
One important element of supervision is evaluation. This is accomplished informally and formally at least six times during the academic year:
The Student Evaluation Forms are the basis on which the grade for field work is determined, and the Coordinator of Field Instruction is prohibited from giving a passing grade without having a completed evaluation. There two Student Evaluation Forms which are used for SWK 490. The first is the MID SEMESTER STUDENT EVALUATION FORM (see XIII. Appendix M). The second is FINAL STUDENT EVALUATION FORM (see XIII. Appendix N). If the "final" form is not returned to the Coordinator of Field Instruction in a timely manner, the student will not be permitted to graduate. Students are responsible for informing Field Instructors as to due dates set for these evaluations.
It will be necessary for the field instructor to give verbal feedback on a much more regular basis. Students must know where they stand prior to a written evaluation. Specifically, the NASW Code of Ethics states: "The social worker who has the responsibility for evaluating the performance of employees, instructors, or students should share evaluations with them." Methods for dealing with student’s evaluations are discussed during orientation meetings held for field work instructors in the Fall and Spring of each academic year. During this time, these issues are discussed in greater detail.
The Social Work Program has an excellent working relationship with local field work agencies. Field instructors are awarded in a variety of different manners:
The Program offers a special award for field work instructors who go beyond the normal expectations. This is known as the Supervisor of the Year Award. The Award is offered annually to a field work instructor who meets the following criteria:
When an instructor is presented the Award, he/she receives a plaque at the Annual Social Work Symposium.
Duties of the Coordinator of Field Instruction
The Coordinator of Field Instruction is the representative of the Social Work Program to the local field settings. The faculty member is responsible for coordinating all field activities. However, no change in field placements may occur without the knowledge of the Director of the Social Work Department, who is the direct supervisor of the Coordinator of Field Instruction. The major duties of the Coordinator of Field Instruction include, but are not limited to the following:
In order to assist the Coordinator of Field Instruction with number twelve (12), the Social Work Department has established a ranking system for credential preference of the person who directly supervises the student:
The Field Experience Handbook is designed to guide
field work instructors, social work interns and the Coordinator of Field
Instruction in the execution and documentation of the fieldwork experience for
the Social Work Department of The University of
Bernard, L.D. (1987). Professional associations: Council on Social Work
Education, in A. Minahan (Ed The Encyclopedia of Social Work,
Beistek, F. (1957). The Casework Relationship,
Hill. G.T. (1973). Black Task Force Report: Suggested Guides for the
Integration of Black Content into the Social Work Curriculum,
Ross, T.E. (1994). One Land, Three Peoples: A Geography of
Pincus, A. & Minahan, A. (1973). Social Work Practice: Model and
Method,
McMahon M.J. (1990). The Generalist Method of Social Work Practice.