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Academic integrity

The School of Social Work adheres to the University of Nevada, Reno Academic Standards Policy for Students concerning issues of academic integrity. Please see the UNR website for a complete description, definitions and policies regarding class conduct and academic dishonesty.

Accommodation for students with disabilities

Students who require additional support due to disabling conditions should discuss their needs with their instructors at the start of each semester. Accommodations for all reasonable requests will be made for documented disabling conditions. In addition, students are encouraged to contact the UNR Disability Resource Center at (775) 784-6000 to access a range of supportive services.

Attendance policy

The faculty of the School of Social Work believe that classroom attendance and participation are critical aspects of professional socialization. Students are responsible for assisting in the creation of a learning environment that promotes such socialization. To do so, students should assume responsibility for their own learning and be engaged within the course room. It is expected for students to log into the online classroom a minimum of three times a week to be successfully engaged. Attendance and participation will be part of grading, as determined by the course instructor. Opportunities for make-up assignments are determined at the discretion of individual instructors.

Confidentiality of case material outside of an agency

NASW Code of Ethics requirements regarding confidentiality of client information extend to the use of confidential information from field work in classes, seminars and in student assignments. Students may not divulge client, collateral or collegial information, disguising all names, demographic information and any case details that might identify a client or co-worker. Client files and records should never be removed from the agency for any purpose.

Nondiscrimination policy

The programs of the School of Social Work are conducted without discrimination on the basis of race, color, gender, creed, ethnic or national origin, disability, political orientation, or sexual orientation. This policy applies to the baccalaureate and master’s programs, the field education program, and all admission, employment, and financial aid decisions.

Retention

In its description of the Social Work major, the University of Nevada, Reno catalog states that:

“The admission and retention of students in the program is subject to the professional judgment of the social work faculty.”

Retention in the MSW Program is based on student performance in two general areas: academics and adherence to professional values and standards of behavior. Retention in the social work major requires students and maintain a 3.0 (B) overall grade point average—with a letter grade of “C” or higher in each of the graduate course, including the required 3 credits of electives. Additionally, students must adhere to the academic and professional standards outlined in UNR’s Student Handbook for Student Code of Conduct, the National Association of Social Workers Code of Ethics and the State Board of Examiners for Social Workers, Nevada Legislature’s Standards of Practice.

Dismissal policy

The School of Social Work adheres to the Dismissal Policy of the Nevada System of Higher Education (NSHE) Code, Title 2, Chapter 11.

Foundation competencies & associated practice behaviors

Competency 1: Demonstrate ethical and professional behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice.

Foundation practice behaviors

• 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.
• 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.

Foundation practice behaviors

• 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.
• 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.

Foundation practice behaviors

• Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.
• Engage in practices that advance social, economic, and environmental justice.

Competency 4: Engage in practice-informed research and research-informed practice

Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi- disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.

Foundation practice behaviors

• Use practice experience and theory to inform scientific inquiry and research.
• Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.
• Use and translate research evidence to inform and Improve practice, policy, and service delivery.

Competency 5: Engage in policy practice

Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.

Foundation practice behaviors

• Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.
• Assess how social welfare and economic policies impact the delivery of and access to social services.
• Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Competency 6: Engage with individuals, families, groups, organizations, and communities

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.

Foundation practice behaviors

• Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.
• Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Competency 7: Assess individuals, families, groups, organizations, and communities

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making.

Foundation practice behaviors

• Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.
• Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.
• Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies.
• Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Competency 8: Intervene with individuals, families, groups, organizations, and communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, interprofessional, and inter-organizational collaboration.

Foundation practice behaviors

• Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies.
• Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies.
• Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes.
• Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.
• Facilitate effective transitions and endings that advance mutually agreed-on goals.

Competency 9: Evaluate practice with individuals, families, groups, organizations, and communities

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.

Foundation practice behaviors

• Select and use appropriate methods for evaluation of outcomes.
• Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.
• Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
• Apply evaluation findings to Improve practice effectiveness at the micro, mezzo, and macro levels.

Grievance procedure

Under the remediation policy, there are 4 points at which a student can initiate a grievance: 

1. If the student believes that the behavior cited in the original concern is unfounded; 
2. If the student believes that the Remediation Committee's identification of a relevant competency, practice behavior, code of conduct, ethical standard is inaccurate;
3. If the student believes that the remediation decision or Action Plan does not address the original concern; or
4. If the student believes they are being held to a higher standard of performance than other students completing the same program of study.

The written grievance should be submitted to the Director of The School of Social Work no later than 10 working days following the decision point in question (see 1-4 above). The burden of proof during the grievance process rests with the student. If the Director determines that the student has provided adequate evidence to support his or her grievance, the Director may dismiss the issue with no further action required. Alternatively, if the Director determines that there is not adequate evidence to support the student’s grievance, he or she will redirect the student to the Remediation Team for further steps/action. The Director will provide his or her decision to the student and Remediation Team in writing within 10 working days of receipt of the student’s written grievance.

Grade appeal policy

The School of Social Work adheres to the University’s policy by which students may appeal a grade. This policy states “…a grade assigned by an instructor is only subject to the appeals procedure if:

• There was a clerical/administrative error in the calculation and/or assignment of the grade;
• The grade assignment was based on factors other than the student's performance in the course and/or completion of course requirements; or
• The grade assignment meant that the student was held to more demanding standards than other students in the same section of the course.

The burden of proof of these conditions rests on the student.” The policy advises students to begin the process by consulting with the course Instructor. If the issue is not resolved at that level students may proceed with filing a Grade Appeal Form. The full policy and procedures for filing a Grade Appeal can be found at under section 3,510 of the University Administrative Manual.

Overall employment of social workers is projected to grow 11 percent from 2018 to 2028, much faster than the average for all occupations, with the highest demand in healthcare, mental health and substance abuse areas. Majoring in social work provides students with many opportunities. Social workers provide the bulk of mental health services in the US.

BSW graduates are employed in family service agencies, child welfare organizations, nursing homes, criminal justice agencies, and schools to name just a few. Clients may consist of individuals, families, groups, organizations or communities.

For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.

In some cases the qualification or specialisation you enrolled in may no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.

Please contact us through the Get advice button on this page if you have any questions.

Editor’s Note: Bonni Pomush is CEO of Santa Ana-based Working Wardrobes, the 58th-largest nonprofit in Orange County with $9.4 million in revenue for the year ended June 30, 2022. Jim Bourne, senior vice president in Global Supply Chain for Edwards Lifesciences, was a first lieutenant in the Army (1993-97) and is a board member of Working Wardrobes. They wrote this Leader Board in honor of Veterans Day on Nov. 11.

The discipline, tenacity and problem-solving that veterans often possess aligns perfectly with business dynamics, and this reservoir of training and skills honed from their time in the military, makes them invaluable assets to the corporate realm.

Combine their inherent leadership, discipline and problem-solving acumen with additional layers of expertise learned during their time in the service, such as teamwork, resilience and mentorship, and you’ll find hiring a veteran is exactly what your business needs to thrive.

However, a crucial moment occurs when a veteran leaves the military family to enter civilian life. This transition is where we as a society can contribute to making their lives successful.

As leaders, we have a tremendous opportunity to lift up veterans by supporting their transition to the civilian workforce.

Recognizing the unique challenges service members and their families often face, Working Wardrobes has tailored a veteran-focused workforce development program to meet their unique needs.

This program includes a dedicated team of Working Wardrobes Peer Navigators—also veterans—who provide peer-to-peer support services in partnership with Behavioral Health Clinicians, as well as access to full-day events produced on military bases for those actively serving.

On-base events such as “Power Up for Success” epitomizes the organization’s dedication to preparing military for the civilian workforce. Working Wardrobes, at minimum, provides spring and fall “Power Up for Success” events at Camp Pendleton.

These semiannual events reshape veterans from military experts to corporate professionals. Here, the evolution is evident. Often arriving in their military attire, service members embark on an immersive journey.

They are introduced to vital workforce competencies, have the chance to interact with potential employers and depart, not just with a renewed sense of purpose and confidence, but with a tangible symbol of their transformation—a Success Suit.

Having our corporate partners involved in this event has been life-changing for many veterans. Companies like U.S. Bank, Optum and Edwards Lifesciences send a contingency of employees who love volunteering their time and professional expertise to help attendees become civilian workforce ready.

A Compassionate Transition

Yet, beyond suits and seminars lie the profound stories veterans bring. A personal testimony of a female veteran who transitioned from military service to living in a car with her children was on display at a exact Working Wardrobes board retreat.

She bravely shared her personal experience of the services she received, including help with her résumé, finding an employer willing to meet with her, and ultimately, the suit she was given for her first interview.

She told us that what stood out most was the empathy she met during her first interaction with Working Wardrobes.

Unfortunately, such tales are alarmingly common. For veterans, seeking civilian employment can be overwhelming and isolating. Feelings of fear, anticipation and challenges can be too much to bear.

The 2023 Southern California Veterans Study showed that 68% of Orange County veterans face challenges finding civilian employment post-service. Their learned skills may not directly translate to civilian jobs. They often do not have civilian professional networks they can tap for assistance, and they may be suffering from PTSD, mental health issues or be physically disabled.

As Orange County braces for more veterans transitioning to civilian roles, the road is filled with obstacles, both tangible and subtle.

In Orange County, thousands of individuals transition out of the military and into civilian life each year, facing difficult barriers to obtaining meaningful employment that will fund housing, reliable transportation, healthcare and childcare. And, according to the exact census, 99,720 veterans reside throughout the area.

According to the 2021 Orange County Veterans Initiative – Evaluation Report, each year approximately 6,500 military veterans settle in Orange County as they transition out of the military.

Often, soldiers cannot begin to critically translate their skills, achieve their career goals and seize employment opportunities because they are additionally consumed with addressing these immediate needs like reliable transportation, housing and food security—without a system of support.

Enriched by our team of veteran employees, board members and affiliate organizations, Working Wardrobes is well-equipped to tackle these intricacies of this transition. By using their experience, knowledge, power and influence, veterans and transitioning active-duty service members can become productive, highly valued members of our business community.

Collaboration in Action

Collaboration is at the core of achieving this mission to prepare our military for the civilian workforce. Corporations like Boeing, Union Bank, U.S. Bank and Boot Barn have bolstered the endeavors of Working Wardrobes. Each business that partners with us has a unique perspective and commitment to our clients.

For example, volunteers from Edwards Lifesciences helped streamline Working Wardrobes processes and provided updated materials in our warehouse operations, all of which ensured an efficient and effective donation center operation.

Edwards also recently hosted nearly a dozen Working Wardrobes clients for a personalized workshop designed to train attendees to speak on their own values and how they can best build their “own brand.”

Every individual who attended the “Dream Big” workshop was paired with a senior leader from Edwards Lifesciences and mentored on how to build and successfully execute an elevator pitch.

Participants left with inspiring and valuable experience, expressing nothing but satisfaction for the team’s selfless efforts supporting not only Working Wardrobes clients, but transitioning service members.

When veterans equipped by Working Wardrobes secure roles in partnering organizations, the message is clear: The transferable skills veterans possess are not just commendable but are crucial to the corporate ecosystem.

The Future Looks Promising

The success stories generated by this intersection of corporate involvement, community awareness and individual perseverance paint a promising picture.

We love to hear stories of our corporate partners walking into their office to meet a new colleague and then learning that they were prepared by Working Wardrobes! Veterans and transitioning active-duty service members contributing transferable skills that enhance workplace productivity and profitability solidifies the impact of our work together.

This blend of corporate engagement, social responsibility and individual resilience holds the key to brighter futures for veterans eager to conquer their next challenge.