Health Sciences Bulletin

School of Social Welfare

DEAN: Jacqueline B. Mondros, D.S.W.
OFFICE: HSC Level 2, Room 093
PHONE: (631) 444-2139

  • Mission & Goals

    Mission and Goals

    Mission Statement

    The Stony Brook University School of Social Welfare’s mission statement is:

    The School of Social Welfare is committed to building a more equitable society based on the values of human dignity, inclusiveness, diversity, equality, and on economic, environmental and social justice. 

    By advancing knowledge, engaging in systematic inquiry, and developing professional skills, we prepare students for social work practice with individuals, families, groups, organizations, communities and governments in a global context.   The School teaches a person-in-environment perspective, community advocacy, therapeutic intervention, individual and group empowerment, and the affirmation of strengths as a means of promoting individual and social change. As an integral part of our student-centered and evidence informed pedagogy, we prepare students to identify and analyze the nature and extent of structural inequality. We focus in particular, on social welfare leadership as a pathway to enhance emotional, psychological and social well-being. We work closely with the university and greater community to fulfill this mission.

    We recognize that structural inequality exists in multiple and overlapping layers of discrimination including class, race, ethnicity, gender, gender identity and expression, sexual orientation, religion, age and disability, among others.  We therefore seek to remediate the impact of interpersonal and historical trauma, to foster human relationships that are grounded in social justice; human dignity and mutual respect; to develop new and just organizational forms; to transform already existing structures to reflect values that affirm and enhance human dignity and social diversity; and to identify new ways to influence social, economic and political systems to equitably distribute power, resources, rights and freedom.

    1. Program Goals

    The goals of the MSW program are to:

    Goal 1: Prepare advanced generalist practitioners who demonstrate ability to use their knowledge, values, and skills to work at the micro, mezzo, and macro levels of practice within local, national and global contexts;

    Goal 2: Educate graduates to utilize social justice and human rights frameworks in their work and to embrace social action practice;

    Goal 3: Inspire graduates who lead efforts to improve health and wellness in the lives of all people and to create a more just and life-affirming society. 

    Goal 4: Promote the ability of graduates to engage in critical, self-reflective and ethical practice;

    Goal 5: Develop practitioners who utilize strengths-based, person-in-environment and empowerment approaches in all their work that are informed by a respect for human dignity, diversity, and inclusiveness; and

    Goal 6: Educate practitioners who are able to engage in research-informed practice models and who are able to contribute to the creation of knowledge in the field of Social Work by engaging in practice-informed research processes.

    The goals for our MSW program are clearly derived from our mission statement, and reflect the values, emphases, and perspectives articulated there.  The first goal purposefully aligns with our stated premise to educate for all systems levels of practice in local, national, and global contexts. The second goal emphasizes the importance of social justice and human rights frameworks in our graduates’ ability to embrace social action.  The third goal is an expression of our commitment to leadership in improving health and wellness for both individuals and in the society—this affirms our commitment to social and environmental justice as well as a reflection of our location within a health sciences infrastructure. Our fourth goal reflects the importance of social workers practicing ethically and from a value base. Our fifth goal expresses a commitment to compel graduates to use frameworks that are informed by human dignity, diversity and inclusiveness.  Our sixth goal commits us to educate practitioners who seek and utilize knowledge in their work at all levels. 

    1. CSWE Competency Framework

    The Council on Social Work Education (CSWE), the accrediting body for schools of social work, has identified core competencies for social work education. These competencies guide and inform curriculum and course content.

    1. Demonstrate Ethical and Professional Behavior
    2. Engage Diversity and Difference in Practice
    3. Advance Human Rights and Social, Economic, and Environmental Justice
    4. Engage in Practice-Informed Research and Research-Informed Practice
    5. Engage in Policy Practice
    6. Engage with Individuals, Families, Groups, Organizations, and Communities
    7. Assess Individuals, Families, Groups, Organizations, and Communities
    8. Intervene with Individuals, Families, Groups, Organizations, and Communities
    9. Evaluate Practice with Individuals, Families Groups, Organizations, and Communities 

    Each competency is represented by a set of practice behaviors at the Foundation and Advanced levels of the curriculum. The practice behaviors will be used in various forms of assessment to determine the degree to which students have achieved competency in these nine (9) areas. Overall assessment is reported, in aggregate, on the school’s website.

  • Programs


    The Stony Brook University School of Social Welfare was established in 1970 and has been continuously accredited by the Council on Social Work Education since 1973.  The School is located within a rich interdisciplinary environment, one of six schools within the Health Sciences campus of the University, along with the Schools of Medicine, Dental Medicine, Nursing, Health Technology and Management, and a new School of Pharmacy and Pharmaceutical Sciences.

    The School offers the BSW, MSW, and PhD degrees on the Stony Brook University campus in Stony Brook, New York on Long Island, and has an extension center MSW program in New York City. The New York City program is offered at the SUNY College of Optometry, the only public Optometry College in New York State.  Currently, the School has an enrollment of 100 BSW students, 536 MSW students, and 33 PhD students.  The BSW program is a generalist practice program informed by a human rights framework.  The MSW program offers a single concentration in Advanced Generalist Practice.

    The MSW and BSW programs of the School are accredited by the Council on Social Work Education.

    The MSW program is registered with the New York State Education Department as qualifying for the LMSW and LCSW credentials.

  • Field Education

    Field Education

    Field and class work are integral parts of a single educational experience. A well-rounded education in social welfare is best obtained by the integration of theory and practice. Therefore, in the first year of field education (HWC 500-501) students must be enrolled concurrently in the required social work practice course (HWC 513-514). In the second year of field education (HWC 502-503) students must be enrolled in HWC 515/516-517/518.  Thirty-three weeks of field education are required each academic year (i.e. at a minimum of 14 hours per week). Requirements for graduation include a minimum of 16 credits in field education. 

    Field education experiences are available in a broad range of human service programs that meet the needs of individuals, families, groups, and communities. Practicum sites are located throughout Nassau and Suffolk counties, and the greater metropolitan New York area. 

    Typically graduate students must complete a minimum of 16 credits of field education that are accrued each year at the rate of 4 credits per term, that is, 14 hours per week over a 33-week academic year. Advanced Standing students are required to complete 21 hours per week over a 33-week academic year, 6 credits per term. Field education typically takes place Monday through Friday during the day and early evening. Some placements accept blocks time of less than 7 hours per day, but no placement will be arranged with blocks of less than 4 to 5 hours at a time. Placements that offer all evening and/or Saturday hours are few and therefore students should be prepared to offer day hours for placement purposes.

    Students are evaluated for field education by their ability to achieve competence as defined for generalist and advanced generalist practice. The School has developed a set of behaviors that comprise each competency, and students are evaluated on each behavior of each competency. Additional criteria for Performance in Field Education are described in the Undergraduate Student Field Manual and the Graduate Field Manual. Students are evaluated according to the competency level they are expected to attain (first year MSW field internships and advanced generalist competencies for the second year MSW field internship). 

    The Field Education Department provides field instructors with Performance Expectations as a tool to guide their efforts to assess and evaluate student learning.  The expectations are organized according to the nine Competencies and by expectations for generalist and advanced field education expectations.  The Performance Expectations reflect behaviors that should be accomplished by the end of each semester and guide teaching, assignments, and skill development as an ongoing process.  Student are expected to develop and strengthen competency throughout their field placement with the goal to achieve competency at their level of study.

    The School requires written evaluations at the end of each semester. The written evaluation should reflect prior discussions between field instructor and student and describe progress on achieving competency and areas for further development. The field instructor is responsible for completing the evaluation. The student must be given the opportunity to read the evaluation. The field instructor and student then discuss it and may agree on changes.  Both sign the completed evaluation, and students may write an addendum.  The completed evaluation is submitted to the Office of Field Education.

    An evaluation is completed at the end of each semester of field education. Students are rated on each behavior, and these scores are added together for a score on each competency.  Each of the evaluations (Generalist and Advanced Generalist) use the same rating scale ranging from: N/A – NEVER discussed in supervision or NEVER assigned; IP (1) – Insufficient Progress: Has little understanding of the competency; rarely demonstrates the behavior but has had multiple opportunities to demonstrate; UP (2) – Uneven Progress: Demonstrates a beginning understanding of the competency and struggles with implementation of the behavior in their work; IC (3) – Increased Consistency: Shows evidence of understanding the competence required and continues to strengthen consistency by applying behaviors in their work; C (4) – Competence: Understands the competency required and is consistent in applying the behaviors in their work; and  OC (5) – Outstanding: Demonstrates an exceptional ability to effectively integrate the behavior into their practice. 

    The student who fails to master the competency is rated with a 1 as Insufficient Progress. The student who is beginning to gain an understanding of the competency behaviors receives a 2 or uneven progress. Those that are becoming more consistent in applying behaviors in their work receive a 3 or increased consistency and those that are consistent in their application receive a 4 or competency.  For those students that show an exceptional ability they receive a 5 or outstanding. The School expects students to perform at the competency level (4) for each competency by the end of the academic year. As described in AS 4.0 Assessment the Field Evaluation is one of the instruments by which Stony Brook School of Social Welfare measures student competency.

    Each evaluation has a section for a description of the tasks and assignments. Included in the evaluation is an overall statement completed by the field instructor about the student’s abilities, growth and areas of continued work.  The student is expected to contribute to the assessment of his/her learning and to develop objectives for future professional development.

    The student completes the page entitled Student‘s Self-Evaluation of the Field Learning Experience providing them with the opportunity to rate their learning experience at their placement site. They rate their participation in learning, their overall growth through the academic term, and their progress in developing a professional identity.

    The School assumes responsibility for final decisions on educational matters. Field faculty assign grades for field education after the evaluations have been received based on a review of the evaluation and discussion with liaison. 

    In the MSW program Field Education (HWC 500 - HWC 503) is graded Satisfactory (S), or Fail (F). A Fail grade in Field Education automatically places a student on probation; the student may not advance to the next semester’s Field and Practice courses, and the matter is referred to the Academic Standing Committee. Reserved (R) grade is used where the time requirement has not been met, or where there is serious question regarding a student’s performance, or more time is needed before a definitive decision regarding a grade can be made or when an evaluation has not been submitted.

    Field Education and Practicum Sites in New York State Utilized by the School of Social Welfare

    Alternatives East End
    Angelo J. Melillo Center
    BOCES-Eastern Suffolk
    BOCES-Western Suffolk
    Brentwood Union Free School District
    Brighter Tomorrows
    Bronx Health and Human Services Development Corporation
    Brookhaven Memorial Hospital
    Brookhaven Youth Bureau
    Cancer Care
    Catholic Charities
    Center Moriches School District
    Central Islip Union Free School District
    Central Nassau Guidance and Counseling Services
    Circulo de la Hispanidad
    Clinical Care Associates
    Clubhouse of Suffolk
    Coalition of Child Abuse and Neglect
    Colonial Youth and Family Services
    Community Housing Innovations
    Community Programs Center of Long Island
    Concern for Mental Health
    Covenant House
    Creedmoor Psychiatric Center
    Developmental Disabilities Institute
    EAC Suffolk County
    East Hampton Union Free School District
    East Islip School District
    Eastern Long Island Hospital
    Eastport South Manor School District
    Elmhurst Hospital Center
    Empire Justice Center, Touro Law School
    Family and Children’s Association
    Family Service League of Suffolk County
    Farmingdale School District
    Federation of Organizations
    Flushing Jewish Community Council
    Fordham Tremont Community Mental Health
    Forest Hills Community House
    Glengariff Health Care Center
    Good Samaritan Hospital
    Gurwin Geriatric Center
    Half Hollow Hills School District
    Hands Accross Long Island
    Hauppauge Union Free School District
    HELP Suffolk
    Hempstead High School Team Center
    Hispanic Counseling Center, Inc.
    Hofstra University
    Holliswood Hospital
    Hope for Youth
    Hope House Ministries
    Hospice Care Network
    Hospice of the South Shore
    Huntington Youth Bureau
    Interfaith Hospital
    Isabella Nursing Home
    Island Nursing and Rehabilitation Center
    Islip School District
    J-CAPP, Inc.
    Jewish Association of Services for the Aged
    Jewish Board of Family and Children’s Services, Inc.
    John Foley Skilled Nursing Facility
    John T. Mather Memorial Hospital
    Out-Patient Services
    Partial Hospitalization Program
    Kings County Hospital
    Legal Aid Society of Nassau
    Lindenhurst Public Schools
    Littleflower Children’s Services
    Long Beach Reach
    Long Beach School District
    Long Island Crisis Center
    Long Island Head Injury Association
    Long Island Head Start
    Long Island Minority AIDS Coalition
    Long Island State Veterans Home
    Long Island University, CW Post Campus
    Student Counseling Services
    Longwood Central School District
    Madonna Heights
    Maryhaven Center of Hope
    Medgar Evers College
    Mental Health Association of Nassau County
    Mental Health Association of Suffolk County
    Mercy Center Ministries
    Mercy Medical Center Family Counseling Services
    Montefiore Medical Center
    Mount Sinai School District
    Multiple Sclerosis Society, Long Island Chapter
    Nassau/Suffolk Law Services Committee, Inc.
    Nassau University Medical Center
    New York City Administration for Children’s Services
    New York City Department of the Homeless
    New York Institute of Technology
    North Shore Child and Family Guidance Center
    North Shore University-Long Island Jewish Medical Centers
    Oceanside Counseling Center
    Options for Community Living, Inc.
    Outreach Development Corporation
    Partnership with Children
    Patchogue-Medford School District
    Peconic Bay Medical Center
    Pederson Krag Center
    Phase Piggy Back
    Phoenix House
    Pilgrim Psychiatric Center
    Public School 132 All the Way Program
    Quality Consortium
    Queens Children’s Psychiatric Center
    Ride for Life
    Riverhead Central School District
    Sachem Central School District
    Safe Space
    Sagamore Children’s Psychiatric Center
    Salvation Army
    Samaritan Village
    Samuel Field YM-YWHA
    Sayville Project
    SCO Family of Services
    Seafield Center, Inc.
    Self Help Community Services
    Silvercrest Extended Care Facility
    Smithhaven Ministries
    Smithtown School District
    South Huntington School District
    South Oaks Hospital
    South Shore Child Guidance
    Southside Hospital
    St. Catherine of Sienna Medical Center
    St. Charles Hospital and Rehabilitation Center
    St. Johnland Day Health Services
    St. Johnland Nursing Home
    St. Joseph’s Village
    Stony Brook University
        Admissions Office
        Career Placement Office
        CARES for KIDS
        Child Welfare Training Program
        Commuter Student Services Office
        Dean of Students Office
        Disability Support Services
        Employee Assistance Program
        International Services
        Medical Center
        Office of Diversity, Affirmative Action and Equal Opportunity
        Residential Programs
        Student Health Services
    Suburban Housing and Prevention
    Suffolk County Brentwood Family Health Center
        Brentwood Mental Health Center
        Department of Aging
        Department of Health Services
        Department of Probation
        Department of Social Services
        Family Drug Court
        Farmingville Mental Health Clinic
        Human Rights Commission
        Wellness Project
    Suffolk County Coalition Against Domestic Violence
    Suffolk County Perinatal Coalition
    Suffolk Jewish Community Center
    Suffolk Network on Adolescent Pregnancy
    The Light House, Inc.
    Three Village School District
    Timothy Hill Children’s Ranch
    Town of East Hampton Department of Human Services
    Town of Huntington Drug and Alcohol
    Town of Huntington Youth Bureau
    Town of Smithtown Youth Services
    Uniondale School District
    United Way of Long Island
    Urban Justice Center
    University College at Old Westbury
    Student Counseling Services
    Veteran’s Administration Medical Center
    Victims Information Bureau of Suffolk County
    Village of Rockville Centre, Sandel Center
    Wantagh School District
    Westbury School District
    West Islip Schools
    Westhampton Beach School District
    William Floyd Union Free School District
    Women’s Center of Huntington
    YMCA Family Services
    Young Adult Institute
    Youth and Family Counseling Program of Islip
    Youth Environmental Services, Inc.

  • Admissions


    The criteria for admission to the graduate and undergraduate programs include academic achievement, commitment and concern for social justice and social change, involvement in social welfare and social change activities, and demonstrated potential for successful completion of the program.

    Applicants to the undergraduate program must have completed 57 credits as well as having met general University requirements.

    Applicants to the graduate program must hold a Bachelor’s degree.

    Applicants with a cumulative grade point average of less than 2.5 will not be considered for admission to the graduate and undergraduate programs.

    Applications are accepted for admission only for the fall semester. The Priority Deadline for applications is March 1st. The deadline for all applications is May 1st.

    Forty-three percent of applicants to the MSW program are accepted; 45 percent are accepted to the BSW program.

    Ninety-five percent of enrolled MSW students and 98 percent of enrolled BSW students complete the requirements for the degree. A survey of MSW graduates indicated that 90 percent of those responding to the questionnaire were employed in social work and 85 percent had obtained employment within three months of graduation.

  • Financial Information

    Financial Information

    Applications and inquiries about financial aid should be made through the Health Sciences Office of Student Services. For more information, refer to FINANCIAL  INFORMATION in this Bulletin.

    Scholarship Awards and Programs

    The School distributes information and/or applications for various scholarships and awards as soon as they become available. Incoming and/or continuing students are eligible for the following scholarships. The school recommends selected students to the appropriate scholarship committee.

    Hy Frankel Award

    This award, established and funded by the Hy Frankel Fund in Law, is an annual award of $3,000, given to a graduating student who is committed to combining law and social welfare to advocate and promote the well-being of children, families and communities.

    Sylvia Cutts Memorial Scholarship

    This scholarship, established and funded by the Cutts family, is offered in memory of Sylvia Cutts, a former student in the School of Social Welfare and sister of one of the School’s founders. The scholarship is awarded to one financially needy African-American woman. The recipient receives $500.

    W. Burghardt Turner Fellowship

    This award, funded by the SUNY Fellowship Program for Underrepresented Graduate Students, is for incoming underrepresented students who have demonstrated very high academic achievement. It provides full tuition and a stipend for two full years of study. The stipend is $10,000 each year for two years. Applicants interested in being considered for this scholarship must submit  December 15. Applicants being considered for this fellowship will need to submit an additional essay upon notification by the school.

  • Policies



    Academic Integrity and Professional Performance

    The Stony Brook University School of Social Welfare requires its students to behave in accordance with the Student Conduct Codes of Stony Brook University and the School of Social Welfare, including the School’s Technical Standards and Academic Expectations. Students are also expected to embrace the NASW Code of Ethics during the course of their professional education. 

    Academic and Professional Standards apply to the academic program, field education placements and all activities related to students’ participation in the program and/or as members of the university community.  Students are expected to maintain conduct that is in accordance with these standards of practice, the field education agency, and the professional regulations of the State of New York.  Students who engage in activities that are contrary to these standards are subject to review and possible disciplinary action by the School of Social Welfare and the University. 

    The School has set forth professional standards, alcohol, drug and gambling policies, academic dishonesty policies, and social media policies.  Finally, we have established policies for grading and performance in Field Education.

    A. Stony Brook University Student Conduct Code

    The University Student Conduct Code and Campus Policies document states:

    “Regulations make it possible for people to live together and function in an orderly way, protecting the rights of the community while respecting the rights of each individual. You should be able to carry on your daily business safely, peacefully, and productively while you are here; these rules and regulations have been designed to accomplish that goal. For all students, the Student Conduct Code supports compliance with the state and federal laws related to drugs, alcohol, weapons, discrimination, sexual assault or abuse, and racial, sexual, or sexual preference harassment.”

    All students of Stony Brook University are expected to know the provisions of and to comply with the University Student Conduct Code available as a downloadable document at ( Information regarding campus regulations and disciplinary proceedings as well as procedures for filing a complaint, contact the university hearing officer in the Office of University Community Standards Room 347, Administration Building or call (631) 632-6705.

    B. School of Social Welfare Student Conduct Code

    The regulations set forth in this document apply to the academic program, field education placements and all activities related to students’ participation in the program and/or as members of the university community.

    Students are expected to maintain conduct that is in accordance with standards of practice defined by the School of Social Welfare, Stony Brook University, the field education agency and the professional regulations of the State of New York. Students who engage in activities that are contrary to these standards will be subject to review and possible disciplinary action by the School of Social Welfare and the University.

    I. Professional Standards

    A. While enrolled in the School of Social Welfare students shall:

    1. maintain high standards of personal conduct;
    2. not engage in discrimination against any person or group on the basis of race, color, sex, sexual orientation, age, religion, national origin, marital status, political belief, mental or physical handicap, or any other personal characteristic, condition, or status;
    3. treat everyone with whom the student comes in contact with respect, courtesy, and fairness;
    4. act with consideration for the interest, character and reputation of others;
    5. represent accurately and fairly the qualifications, views and findings of colleagues and use appropriate channels to express judgments on these matters;
    6. respect the privacy and right to confidentiality of clients and colleagues;
    7. behave in accordance with agency policies and procedures;
    8. behave in accordance with school and university policies; and
    9. adhere to all school and university procedures.

    Professional misconduct includes but is not limited to the following:

                No student shall:

    1. assault, threaten, harass, haze or otherwise physically, verbally, psychologically or sexually abuse, demean, ridicule or attempt to intimidate any other person connected with the university, at the field agency or in the conduct of any other activity related to the student’s enrollment in the school; this includes but is not limited to bias related acts of assault or abuse, the dissemination of material (including on social media) that ridicules or demeans individuals or groups and any acts which interfere with the rights of others;
    2. participate in, condone, or be associated with dishonesty, fraud, deceit, or misrepresentation;
    3. misrepresent professional qualifications, education, experience, or affiliations;
    4. exploit professional relationships for personal gain;
    5. exploit relationships with clients for personal advantage;
    6. engage in personal and/or sexual activities with clients including on social media;
    7. conceal information or activities that affect the safety and well-being of clients;
    8. carry a weapon on university, school or agency premises;
    9. misrepresent his/her role as a student to an institution, client or to the public at large so as to mislead them in their expectations of the student’s competencies and/or limitations;
    10. be habitually absent or late to assigned agency, habitually leave early or fail to notify the agency of intended absence;
    11. engage in commercial activities/solicitation without clearance from the person(s) or body(ies) duly authorized by the President of the University or Field Agency Director to review such activities;
    12. practice and/or participate in any school academic or non-academic activity while under the influence of alcohol or drugs or mental disability not appropriately controlled;
    13. delegate his/her duties to an unauthorized person;
    14. falsify client or institutional records; and
    15. fail to follow the University guidelines regarding the use of human subjects or laboratory animals in research or experimentation.

    II. Alcohol/Drug and Gambling Policy

    1. The consumption of alcohol or possession of an open container of alcohol is prohibited in campus public areas.
    2. No student is permitted to sell, possess or use substances defined by New York State and/or Federal Law as illegal or controlled, on University grounds, in the field agency or while engaged in activities related to his/her enrollment in the program.
    3. No student is permitted to attend class or field or engage in any activity related to the student’s enrollment in the program while under the influence of alcohol or drugs.
    4. No student will possess and/or introduce to the campus, and/or the field agency, or while engaged in any activity related to his/her enrollment in the program any drug paraphernalia including, but not limited to:  bongs, water pipes, roach clips or hypodermic needles (not established to be specifically for the administration of prescribed medications).
    5. No student shall gamble for money or other valuables on University or field agency property or in any University facility.

    III. Academic Dishonesty

          Academic dishonesty includes but is not limited to:

    • cheating on course or proficiency examinations by the use of books, notes, or other aids when these are not permitted, or by copying from other students;
    • submission of similar papers or projects in more than one course without permission of the instructors;
    • collusion: two or more students helping each other on an examination or assignment, unless specifically permitted by the instructors;
    • use of substitutes, sitting in for another student at an examination, or permitting someone else to sit in for oneself;
    • plagiarism: submission of another’s work as one’s own original work without proper acknowledgement of the source;
    • falsifying documents or records related to credit, grades, change of status forms (e.g. adds and drops), and other academic matters;
    • altering an examination or a paper after it has been graded, for the purpose of fraudulently requesting a revision of the grade;
    • use of unauthorized materials for an exam or project (e.g. use of calculators or notes on an examination where they have been prohibited); and
    • theft, concealment, destruction, or inappropriate modification of classroom or other instructional material; e.g., posted exams, library materials, laboratory supplies, computer programs and outputs.
    1. Social Media Policy

    When enrolled in the School and placed in a human service organization the student will come into contact with many individuals who utilize social media for various reasons.  Students must be aware of the ways that people can get information about them, connect with them and learn about their family and friends. It is important to look at social media not only from a personal perspective but from a professional one. The professional image extends beyond the physical setting of the field agency. Clients and staff of the agency will be able to view students as they present themselves through social media. Students should be guided by social work values and ethics and this responsibility extends to the virtual world and technological world.

    Students are advised to follow the following guidelines in use of social media: 

    1. Socializing with peers in a social setting may result in pictures and references taken within the context of a relaxed and friendly atmosphere that are posted by a friend who has not set his or her profile to private.
    2. Identity relevant information that can be easily disseminated through social network sites and then shared with large and unknown numbers people and groups – including clients, employees (current or future) colleagues and professional peers.
    3. Sharing content and statements on-line may fall into the category of unprofessional behavior and can reflect poorly on the student, affiliated institutions, and the profession, as well as damaging client relationships;
    4. As social work students you should follow the NASW Code of Ethics. The Code responds to some of the issues we face as we use social media.
    • Section 1.06 “Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the client.” This may apply to “friending” or accepting friend requests;
    • Section 1.07(a) “Social workers should respect clients’ right to privacy. Social workers should not solicit private information from clients unless it is essential to providing services or conducting social work evaluation or research. “ This may apply to conducting online searches about clients;
    • Section 107(m) “Social workers should take precautions to ensure and maintain the confidentiality of information transmitted to other parties through the use of computers, electronic mail, facsimile machines, telephones and telephone answering machines, and other electronic or computer technology. Disclosure of identifying information should be avoided whenever possible.” Make sure there is confidentiality at both the sender and receiver end;
    • Section 4.06(a) “Social workers should make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the social work profession, a professional social work organization, or the social worker’s employing agency.” Clearly separate your identity as an individual from your identity as professional, or in connection with your placement agency, as appropriate when commenting/posting on blogs, social media sites.  Protect relevant personal information that can be shared with others.

    C. School of Social Welfare Technical Standards

    Technical Standards are non-academic standards to which each student must adhere to successfully complete the program. The standards were developed collaboratively by the School of Social Welfare and the Office of Disability Support Services at SBU. They include behavioral, professional and intellectual standards. Technical standards must be met with or without accommodations.

    Stony Brook University’s School of Social Welfare is committed to a program of excellence.  Students in our program are expected to possess and demonstrate certain attributes, abilities and behaviors necessary for success in our program.  Students are expected to meet these standards both in the classroom and in their field placements with or without reasonable accommodation for disability.  Stony Brook University (SBU) complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. All applicants and students are held to the same technical and academic standards of admissions and training. If a prospective student who is otherwise qualified requires a reasonable accommodation, they should contact Disability Support Services at SBU. 

    Communication Skills – Students must be able to communicate effectively in all forms of communication including oral, written and listening with or without reasonable accommodations.  Students must be able to express themselves at a professional level by demonstrating their ability to express their ideas and thoughts clearly and concisely utilizing language appropriately.  Students must have the ability to comprehend English so they are able to understand and integrate the content presented in the program. In a field placement students must be able to record information accurately and clearly, communicate effectively and sensitively.  Students must also be able to communicate effectively with other members of a treatment team and provide accurate information in internship settings.

    Acceptance of Diversity – Students must demonstrate that they accept all people regardless of race, culture, gender, socio-economic status, national origin, age, abilities, sexual orientation, religion, and value systems. Students must respect differences and must demonstrate empathy showing a willingness to understand other’s values, ways of life, and worldviews.

    Self-Awareness – Students must demonstrate a willingness to engage in reflective thinking.  The student must be able to reflect on their own life experiences and how these affect their work with clients, communities and organizations.  Students must be willing and able to change behaviors that interfere with their practice.

    Cognitive Skills – Students must demonstrate long and short-term memory, integration of theoretical frameworks and classroom knowledge with social work practice, conceptual analysis, deductive and inductive reasoning, and problem solving skills.

    Integrity – The School of Social Welfare adopts the University’s Code of Conduct, The School of Social Welfare’s Student Conduct Code and the NASW Code of Ethics as the standards for the School of Social Welfare. Students must adhere to each of these codes while in the classroom and in field internships.

    Professional Behavior - Students must behave in a manner that is consistent with the ethics of the social work profession. Students must be punctual, dependable, follow appropriate dress code and be willing and able to receive supervision and constructive criticism. Professional behavior also assumes that students do not have personal issues that impede performance either in the classroom, in field placement or other collegial settings. Students, who are actively impaired psychologically, emotionally, mentally and/or have distorted thought processes and/or are actively abusing illegal or legal substances, cannot fully participate in class or in a field education placement. 

    Interpersonal Skills – Students must demonstrate the interpersonal skills needed to relate effectively to other students, faculty, staff, clients, and other professionals.  These skills include but are not limited to compassion, altruism, integrity, honesty, and respect for others.

    Motor Abilities – Students must have sufficient motor abilities to attend class and field placement with or without technical accommodation.

    Sensory Abilities – Student must have the ability through his/her senses to participate in classes and field placements. Students must acquire, integrate and apply data through use of their senses with or without technical accommodation.

    D. School of Social Welfare Academic Expectations

    The School of Social Welfare sets guidelines for the creation of a community of learning based upon a culture of collaboration and respect that honors rights, safety, and the dignity and worth of each person. In addition, as part of an academic institution, and in preparation for professional practice, the School of Social Welfare holds the following expectations.  

    • Members of Faculty facilitate your learning. The School of Social Welfare seeks to prepare students for high standards of professional practice. Assistance is available to any student who is seeking to improve their professional skills – either written or verbal. Those seeking help with professional writing and those who wish to improve their writing proficiency may obtain assistance from a variety of resources that are listed below.
    • Class discussion and interaction are an integral part of your education. Students are required to attend all classes on time and remain for the full session. This expectation relates to our belief that everyone’s participation provides a valuable contribution to the learning. The classroom is not just a place for you to receive information; it provides an opportunity for you to learn from your colleagues and for them to learn from you. To achieve this, attendance and participation of all involved is a requirement.
    • As participation in class discussions is strongly encouraged, doing the required and supplementary readings for mastering the course material and being prepared for class discussion is required. In support of these aims, the use of technology supports such as laptop computers and audio-recorders are at the permission of the individual professor. Cell phone use during class time, unless for emergencies, is prohibited. Likewise, texting, except for emergencies, is also prohibited.
    • Each student is expected to pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty members are required to report any suspected instances of academic dishonesty and to follow school-specific procedures.

    Plagiarism is defined as representing another’s words as your own or falsification of credit for submitted work. Any specific questions such as co-authorship, etc. must be discussed with the faculty member(s) involved. In general, it is not permissible to use papers written for one class to be used again for another, but components may be built upon and reformulated as appropriate. This must be discussed with the professors involved. Stony Brook University provides useful and comprehensive information on academic integrity, including categories of academic dishonesty at the following link

    Blackboard contains SafeAssign for faculty and students to compare submitted assignments against a set of academic papers to identify areas of overlap between the submitted assignment and existing works. It is recommended to students that they familiarize themselves with this useful tool.

    Students are also strongly encouraged to utilize Purdue University’s reference guide regarding issues related to plagiarism. This information can be accessed at the following site: Another source that discusses how to avoid plagiarism is:

    Language often expresses institutional racism, sexism, etc.  Sensitizing ourselves and becoming consciously aware of these expressions is important in achieving the goal of eliminating these.  Therefore, as part of your professional preparation, we ask that you use verbal and written language that is non-racist, non-sexist, etc. Several examples of what is meant by inappropriate language may help to make the expectation more explicit:

    • comments are made that express racial, sexual, class, heterosexual and other stereotypes;
    • written work uses masculine pronouns when reference to both males and females is intended; (see Practical Guide to Non-Sexist Language to Non-sexist Language.pdf);
    • terms are used that put people in one-down position, e.g., when terms like “girl” or boy” are used in reference to adults or young adults.

     Papers and other written work should conform to college standards of written English and paper assignments should be typed unless otherwise specified by your professors. There are many resources available to help you ensure that your papers are grammatically correct and properly formated.

    • The Stony Brook Writing Center, 2009 Humanities Building, offers advice and support to all students. Contact information: (631) 632-7405.
    • Use the spell check capability of your word processors and refer to dictionaries for spelling, manuals of style for footnotes, bibliographies, etc. 

      For citations, the School requires that students adhere to APA (The American Psychological Association) format. This is available at and also on the Purdue University On Line Writing Lab. Please refer to the following web site for information regarding this format:

    • The Health Sciences Library offers useful information and tutorials. For example, resources exist on how to use EndNote, a program for references and citations ( This software and other resources are available free of charge to students via SOLAR. These resources can be accessed at:
    • In addition, the Health Sciences Library has a special site that provides important professional links related to social work. Follow the prompts at

    • The School expects its constituents to demonstrate commitment to all the social work values that place high value on the worth and dignity of all people.

    • We assume that everyone is always trying to do their best and that we all are striving to improve our understanding of each other’s world views. This means that we expect our classrooms to create safe places for open discussion through our demonstration of respect for each other as we broach difficult and complex topics and issues.

    E. NASW Code of Ethics and Standards of Practice

    The National Association for Social Workers (NASW) is the national professional organization for social workers in the United States. The NASW Code of Ethics is intended to serve as a guide to the everyday professional conduct of social workers.  This Code includes four sections.  The first section, “Preamble,” summarizes the social work profession’s mission and core values.  The second section, “Purpose of the NASW Code of Ethics,” provides an overview of the Code’s main functions and a brief guide for dealing with ethical issues or dilemmas in social work practice.  The third section, “Ethical Principles,” presents broad ethical principles, based on social work’s core values, which inform social work practice.  The final section, “Ethical Standards,” includes specific ethical standards to guide social workers’ conduct and to provide a basis for adjudication. You are expected to familiarize yourself with and adhere to the Code of Ethics. The Code may be downloaded from

    We encourage you to review the NASW Practice Standards for a range of topics: For example, students’ attention is drawn to the NASW Standards on Cultural Competence:

    In an increasingly international environment, it is important to view our profession from these global perspectives. Two central documents are the Universal Declaration of Human Rights ( and the Code of Ethics of the International Federation of Social Workers ( Both of these documents provide insights into the call for our profession to act on issues of social justice, human rights and social development. 

    F. Stony Brook University Sexual Harassment Policy Statement

    The University reaffirms the principle that students, faculty, and staff have the right to be free from discrimination based upon gender, commonly known as "sexual harassment.”

    Harassment on the basis of gender is a form of sexual discrimination, and violates Title VII of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972.

    The University is responsible for and fully committed to the prevention and elimination of gender harassment. Super visors and department heads are responsible for promoting an atmosphere that prohibits such unacceptable behavior.

    Unwelcome sexual advances, requests for sexual favors and verbal or physical conduct of an abusive, sexual nature constitute harassment when such conduct interferes with an individual's work or academic performance, or creates an intimidating, hostile, or offensive work or academic environment. Harassment of employees by supervisors, or of students by faculty or administrators, is unlawful. Conversely, harassment of supervisors by employees, faculty by students, or individuals by co-workers, is also unlawful.

    The University does not tolerate gender harassment and treats it as a form of misconduct. Sanctions are enforced against individuals engaging in such behavior.

    Individuals who are affected by, or are aware of, suspected cases of sexual harassment are urged to bring such situations to the University’s attention by contacting the Office of Diversity and Affirmative Action. The Office of Diversity and Affirmative Action has professional staff trained to investigate and provide assistance regarding issues of sexual harassment, and can be reached by calling (631) 632-6280.

    G. School of Social Welfare Policy Statement Concerning Heterosexism and Homophobia

    The Mission of the School of Social Welfare is grounded in the basic principle of the absolute dignity and equality of all persons. Therefore, consistent with the Council on Social Work Education Educational Policy and Accreditation Standards and the National Association of Social Workers Policy on Lesbian, Gay, Bisexual and Transgender Issues, the School of Social Welfare believes that heterosexism and homophobia are anti-ethical to the profession of social work.

    The Council on Social Work Education requires that social work educators prepare students to understand and value human diversity.  It is essential for social workers to have an understanding of the dynamics and consequences of social and economic injustice including all forms of human oppression and discrimination.

    The School of Social Welfare provides students the opportunity to develop the knowledge, values and skills to promote social change to implement a wide range of interventions that further the achievement of individual and collective social and economic justice.

    Given the School’s Mission and the requirements of the Council on Social Work Education, the curriculum must present theoretical and practice content about patterns, dynamics, impact and consequences of discrimination, economic deprivation and oppression of lesbians, gays, bisexuals, and transgenders must be acknowledged.

    Students must demonstrate in their conduct and activities the integration of the principles elucidated above.  Failure to abide by these principles will be considered grounds for disciplinary action.

    H. Bias and Hate Crimes or Bias-Related Incidents

    It is a Stony Brook University Police mandate to protect all members of our community by preventing and persecuting bias or hate crimes that occur within the campus’s jurisdiction. The University is also committed to addressing bias-related activities that do not rise to the level of a crime.  These activities, referred to as bias incidents, and defined by the University as acts of bigotry, harassment, or intimidation directed at a member or group with the University community based on national origin, ethnicity, race, age, religion, gender, sexual orientation, disability, military (new status/protected class) veteran status, color, creed, or marital status, may be addressed through the State University’s Discrimination Complaint Procedure or the campus conduct code.

    IX. Academic Standing, Student Conduct, and Grievances

    This section of the document sets forth the policies and procedures of the School of Social Welfare/HSC/Stony Brook University, with respect to the academic standing of students, of students’ compliance with the Student Conduct Codes, and the student grievance and appeals procedures.  It is understood that the general philosophy underlying these policies and procedures is not one of instituting punitive measures or attempting to constrain the activities of students that are appropriate to and consistent with the School’s educational philosophy, mission, policies, and goals.  Rather, they are intended to enhance the degree to which the School can be responsive to individual situations as early as possible in order to avoid the development of serious problems, and address student grievances in a timely fashion.  It is also recognized that the School has the responsibility to make decisions regarding the ability of students to perform in accordance with accepted academic and professional standards, and as such, has the responsibility and the right to review and act in accordance with the School, Health Sciences Center, and University policies on student conduct and academic standing issues.

    These policies are intended to clarify and facilitate the School’s ability to:

    ·         identify individual conduct and academic situations which require attention;

    ·         provide review of such situations;

    ·         develop whatever action is necessary to remedy such situations;

    ·         take appropriate administrative action; and

    ·         provide a procedure for dealing with student grievances.

    A.  Student Status

    Student academic status encompasses the following:

                1.  Good Standing.  Students must maintain a cumulative grade point average (GPA) of B (3.00) to remain in good standing.

                2.  Loss of Good Standing.  Students whose cumulative grade point average (GPA) falls below B (3.00) at the end of any one semester will automatically be placed on academic probation for the following semester and be reviewed by the Academic Standing Committee.  All students in this situation must contact their academic advisor.  If the grade point average does not reach a B (3.00) by the end of the probationary period the matter will be considered by the Academic Standing Committee for further action.

    Students who receive an F in field education (HWC 500, 501, 502, 503) or the Social Work Practice courses (HWC 513-518) for any one semester will automatically be placed on probation and the matter will be referred to the Academic Standing Committee. All students in this situation must contact their academic advisor. 

                3.  Probation, Suspension, Withdrawal, Unauthorized Withdrawal, and Termination


    Students may be placed on probation in accordance with the policies and procedures set forth in this document.  Probation means that the student is no longer in good standing.  A student on probation must meet formally stated requirements in a specified time period in order to be reinstated to good standing.  A student who does not meet such requirements may: (a) have the probationary requirements extended; (b) may be offered the option of voluntarily withdrawing from the program; (c) be suspended; or (d) terminated from the program.  In cases of withdrawal, students who wish to re-enter the program must reapply through the regular admissions process.


    Suspension refers to formal action in which a student loses all rights and privileges to participate in the academic program as of the date of such suspension.  Students who are suspended may not register for any subsequent academic period until such suspension is lifted.  The usual period of suspension is for one academic year and may be shortened or extended.  Periods of suspension count towards the five-year period within which the degree requirements must be completed.


    Students may apply for voluntary withdrawal from the program.  Students who withdraw lose all rights and privileges to participate in activities of the School and may not register for any subsequent academic period unless readmitted through the regular admissions process.


    Withdrawal from the School, for any reason, will be recorded only when written notification of the withdrawal is submitted by the student and is received by the Office of Student Services of the Health Sciences Center from the School of Social Welfare’s Office of Student Services.  The date stated on the official withdrawal form and not the date of the last class attendance is considered the official date of withdrawal.  Non-attendance or notification to instructors does not constitute official withdrawal.

    Unauthorized Withdrawal

    Students who do not return at the start of a semester without following official withdrawal procedure are considered to have taken an unauthorized withdrawal from the program. They will be terminated from the program.  Students who leave school during a semester without following official withdrawal procedure are considered to have taken an unauthorized withdrawal from the program. They will be terminated from the program and will be reported as having failed all courses for which they were registered.


    Students may be terminated from the program by action of the Dean.  Such students lose all rights and privileges to participate in the activities of the School and may not register for any subsequent period.

                4.  Leaves of Absence.  Students may be granted a leave of absence for a period of time up to one year.  If the leave of absence is granted beginning in the Spring semester it may be granted for up to three consecutive semesters, after which the student must register in order to remain in good standing.  Students should be aware that the integrity of the educational experience would be paramount in decisions regarding leaves of absence and conditions for return.  All leaves of absence time counts toward the five-year period within which the degree requirements must be completed.

    Return to the program will require careful planning with both the academic advisor and the Field Education Office due to the sequencing of courses and field placement requirements.  Please note that the School cannot guarantee a one- semester field placement.


    Leaves of Absence are granted by the Dean or Associate Dean for Academic Affairs.  Students must submit a written request for a Leave of Absence stating the reasons, to their faculty advisor, with a copy to the School of Social Welfare’s Office of Student Services.  The advisor will ascertain the student’s academic standing in class and field, after which the advisor’s written recommendation will be forwarded to the Associate Dean for Academic Affairs. 

    Students planning to return after an approved leave of absence need to plan with their faculty and field education advisors during the semester prior to their return, and must follow registration and field planning dates.

    Students must register for the semester immediately following the end of their approved leave or they will be considered to have taken an unauthorized withdrawal from the program.

    B.  Conditions under which Academic Standing, Student Conduct and/or Grievance Action(s) May Be Initiated

    The School’s Academic Standing Committee is responsible for reviewing and evaluating performance standards for Undergraduate and Graduate Students.  These include academic standing, professional conduct, and performance in field education.

    The Committee serves as an advisory entity to the Dean and is responsible for reviewing and evaluating situations of undergraduate and graduate students in which a student’s academic standing and continued matriculation may be at risk. The Academic Standing Committee also considers student grievances.  The responsibility of the Academic Standing Committee is to engage in a systematic and thorough process of inquiry to gather relevant information regarding the situation, meet with the student to discuss the situation (whenever possible), and provide a summary and recommendation regarding the reviewed situation.

    Consideration of a student’s academic standing, student conduct and/or grievance may be initiated by the student or a faculty member when: 1) a student believes that she/he has a grievance in relation to his/her status as a member of the school/and or university; 2) conditionally admitted students do not fulfill the conditions for admission;  3) the student does not maintain a satisfactory grade point average; 4) the student is experiencing difficulty in meeting standards in course work or in field work; 5) the student is having difficulties in, and 6) there is a question of the student having violated the Academic Integrity or Professional Standards policies. 

    C.  Procedures

    Academic standing procedures are as follows:

                1.  Review of Grade Point Average

    At the end of each semester, each student’s grade point average is reviewed.  Any student whose record indicates they are not meeting GPA requirements in course work and field education will automatically be placed on probation.  A letter will be sent to the student to inform him/her, with copies to the advisor and SSW Office of Student Services file.  The advisor may discuss the student’s probationary status with other faculty.

                2.  Academic Assessment Meeting 

    If the student is in danger of not meeting conditions to remain in good standing or graduate, an academic assessment meeting is held. This meeting can be convened at the request of one or more faculty members; at the request of the student; or at the request of the Office of Field Education. This conference may be initiated to discuss: (1) issues regarding the student’s educational plans and performance in the program; (2) issues of student conduct; (3) grievances related to the student’s academic or non-academic experiences which the student believes have not been satisfactorily resolved. Typically, such a meeting would be convened to devise a plan to address the problem. A report of the meeting will be prepared by one of the faculty members who participated in the meeting and distributed to all the participants.  In this report the outcomes and timetables that have been developed to deal with the identified problem will be specified.  A copy of this report is placed in the Office of Student Services file.  Possible outcomes of this academic assessment meeting may be: 1) a satisfactory resolution of the problem or grievance; 2) development of a plan to address the problems/grievances; or 3) referral of the matter to the Associate Dean for Academic Affairs to request that the matter be reviewed by the Academic Standing Committee. Students may also appeal the recommendation of the Academic Assessment meeting to the Academic Standing Committee.  If the matter is referred to the Academic Standing Committee, a copy of the report is sent to the Chairperson who presents the matter to the Committee.                                                                            

                3.  Filing a Grievance

    Should a student decide to initiate formal grievance, he/she must file a written complaint addressed to the student’s advisor with a copy to the Chairperson of the Academic Standing Committee. 

                4.  Review by the Academic Standing Committee

    The Academic Standing Committee is chaired by the Assistant Dean for Academic Affairs, and includes three faculty members, (at least one whom is a member of the BSW faculty and one whom is a member of the MSW faculty) appointed by the Dean, in consultation with the program chairs; and the Director of Field Education or her designee.  The Director of Student Services serves ex-officio.

    When a student is not in Good Standing or is alleged to have violated an Academic Integrity and Professional Standard, the first step requires that the student consult with the faculty advisor, or field liaison, whichever is relevant, in an academic assessment meeting.  If the issues cannot be resolved at that level of discussion, or in cases of alleged violations of academic integrity or professional performance, the Academic Standing Committee is convened.  The faculty advisor, student, and other involved persons are invited to attend the meeting.  The student receives written notification of the meeting date and time, has the right to attend the meeting to present pertinent information and participate in the discussion, and may have student representatives present at the meeting.

    Following discussion of the issues by the participants at the meeting, the student, faculty advisor, and any parties withdraw and the committee meets in executive session to deliberate. The Committee may make any of the following recommendations to the Dean: 1) no further action is required; 2) a plan for measures to be taken to improve the student’s performance or to resolve the grievance; 3) the student be placed on probation, be suspended or terminated from the School; or 4) an exception is made to permit the student to repeat courses or continue to attend classes and or field education.

    After the Committee formulates a recommendation, the student and faculty advisor return to the meeting to hear the Committee’s recommendations.  The Assistant Dean for Academic Affairs sends the written synopsis of the Academic Standing Committee to the student, the Dean, and copies of both go in the student’s file.

    Students may appeal the recommendation of the Academic Standing Committee in writing to the Dean within 10 business days.  Appeals must be based on a) new evidence that has come to light since the meeting, or b) a violation of procedure. The Dean reviews the appeal, and sends a written determination to the student within 10 business days of receiving the appeal.  

    It shall be understood that this procedure is an internal School and/or agency matter and not legal proceeding.  No participant shall be entitled to other advocates and/or legal representation.

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